Search the California Content Standards

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

Title: 5-LS2 Ecosystems: Interactions, Energy, and Dynamics

Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.

Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.

Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.

California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
ELA/Literacy RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D

Title: MS-ESS3 Earth and Human Activity

Performance Expectation: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]

Disciplinary Core Idea(s):
ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) 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 Cause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.ESS2.D Articulation across grade-bands: 4.PS3.D; 4.ESS3.A; HS.PS3.B; HS.LS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS3.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes

Performance Expectation: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. Viruses, while not cells, have features that are both common with, and distinct from, cellular life.]

Disciplinary Core Idea(s):
LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).

Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.

Crosscutting Concepts: Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.

California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
ELA/Literacy WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes

Performance Expectation: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]

Disciplinary Core Idea(s):
LS1.A: Structure and Function Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.

Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.

Crosscutting Concepts: Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.

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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

DCI Connections:
Connections to other DCIs in this grade-band: MS.LS3.A Articulation across grade-bands: 4.LS1.A; HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes

Performance Expectation: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]

Disciplinary Core Idea(s):
LS1.A: Structure and Function In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.

Science & Engineering Practices: Engaging in Argument from Evidence Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon.

Crosscutting Concepts: Systems and System Models Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. Connections to Nature of Science: Science is a Human Endeavor Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.

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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.LS1.A

Title: MS-LS1 From Molecules to Organisms: Structures and Processes

Performance Expectation: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

Disciplinary Core Idea(s):
LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.

California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.

California Common Core State Standards Connections:
ELA/Literacy WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.LS1.D; HS.LS1.A

Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics

Performance Expectation: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]

Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.

Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a natural system. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A

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

Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer

Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.

Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.

Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D