Science (CA NGSS) Standards
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ESS2.C: The Roles of Water in Earth's Surface Processes
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PS1.A: Structure and Properties of Matter
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PS1.B: Chemical Reactions
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PS1.C: Nuclear Processes
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Showing 1 - 6 of 6 Standards
Standard Identifier: 2-PS1-2
Grade:
2
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter
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: 2-PS1 Matter and Its Interactions
Performance Expectation: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Different properties are suited to different purposes.
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. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.8: Describe how reasons support specific points the author makes in a text. W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.A
Performance Expectation: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Different properties are suited to different purposes.
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. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.8: Describe how reasons support specific points the author makes in a text. W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.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: 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-ESS2-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: 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. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: 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. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: MS-ESS2-6
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Standard Identifier: MS-PS1-4
Grade Range:
6–8
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS3.A: Definitions of Energy
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: MS-PS1 Matter and Its Interactions
Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of Energy The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)
Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed 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.
California Common Core State Standards Connections:
ELA/Literacy 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). Mathematics 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A
Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of Energy The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)
Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed 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.
California Common Core State Standards Connections:
ELA/Literacy 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). Mathematics 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A
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