Science (CA NGSS) Standards
Results
Showing 1 - 9 of 9 Standards
Standard Identifier: K-ESS3-2
Grade:
K
Disciplinary Core Idea:
ESS3.B: Natural Hazards, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Earth and Space Science
Title: K-ESS3 Earth and Human Activity
Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering Problems Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the designed world.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology People encounter questions about the natural world every day. Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology.
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 RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Mathematics MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers.
DCI Connections:
Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B
Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering Problems Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the designed world.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology People encounter questions about the natural world every day. Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology.
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 RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Mathematics MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers.
DCI Connections:
Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B
Standard Identifier: K-PS2-2
Grade:
K
Disciplinary Core Idea:
PS2.A: Forces and Motion, PS2.B: Types of Interactions, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Physical Science
Title: K-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. ETS1.A: Defining and Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2)
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A
Performance Expectation: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. ETS1.A: Defining and Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K-PS2-2)
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A
Standard Identifier: 2-PS1-4
Grade:
2
Disciplinary Core Idea:
PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Physical Science
Title: 2-PS1 Matter and Its Interactions
Performance Expectation: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence to support a claim. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Scientists search for cause and effect relationships to explain natural events.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.8: Describe how reasons support specific points the author makes in a text. W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.B
Performance Expectation: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence to support a claim. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Scientists search for cause and effect relationships to explain natural events.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.8: Describe how reasons support specific points the author makes in a text. W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.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: 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: 5-PS1-4
Grade:
5
Disciplinary Core Idea:
PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: 5-PS1 Matter and Its Interactions
Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed.
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
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.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.B; MS.PS1.A; MS.PS1.B
Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed.
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
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.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.B; MS.PS1.A; MS.PS1.B
Standard Identifier: MS-LS3-2
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms, 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-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Standard Identifier: HS-LS3-2
Grade Range:
9–12
Disciplinary Core Idea:
LS3.B: Variation of Traits
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-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Disciplinary Core Idea(s):
LS3.B: Variation of Traits In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.
Science & Engineering Practices: Engaging in Argument from Evidence Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.
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 III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9–12.1.a–e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
Performance Expectation: Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Disciplinary Core Idea(s):
LS3.B: Variation of Traits In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.
Science & Engineering Practices: Engaging in Argument from Evidence Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.
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 III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9–12.1.a–e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS3.A; MS.LS3.B
Standard Identifier: HS-PS2-3
Grade Range:
9–12
Disciplinary Core Idea:
PS2.A: Forces and Motion, ETS1.A: Defining and Delimiting Engineering Problems, ETS1.C: Optimizing the Design Solution
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: HS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
Crosscutting Concepts: Cause and Effect Systems can be designed to cause a desired effect.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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: N/A Articulation across grade-bands: MS.PS2.A; MS.PS3.C
Performance Expectation: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS2-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
Crosscutting Concepts: Cause and Effect Systems can be designed to cause a desired effect.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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: N/A Articulation across grade-bands: MS.PS2.A; MS.PS3.C
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881