Search the California Content Standards

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

Title: 1-PS4 Waves and their Applications in Technologies for Information Transfer

Performance Expectation: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound.

Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world.

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 W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a–c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: N/A

Title: 3-ESS3 Earth and Human Activity

Performance Expectation: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)

Science & Engineering Practices: Engaging in Argument from Evidence Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). Connections to Nature of Science: Science is a Human Endeavor Science affects everyday life.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy W.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.7: Conduct short research projects that build knowledge about a topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ESS3.B; K.ETS1.A; 4.ESS3.B; 4.ETS1.A; MS.ESS3.B

Title: 4-ESS3 Earth and Human Activity

Performance Expectation: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)

Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. 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 to increase their benefits, to decrease known risks, and to meet societal demands.

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.

California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.C Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; MS.ESS2.A; MS.ESS3.B; MS.ETS1.B

Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer

Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).

Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.

Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.

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: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A

Title: MS-ESS3 Earth and Human Activity

Performance Expectation: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.

Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses 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.

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. 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 MP.2: Reason abstractly and quantitatively. 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.PS3.C Articulation across grade-bands: 3.ESS3.B; 4.ESS3.B; HS.ESS2.B; HS.ESS2.D; HS.ESS3.B; HS.ESS3.D

Title: MS-ESS3 Earth and Human Activity

Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]

Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument.

Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

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. Mathematics MP.2: Reason abstractly and quantitatively. 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.

DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D

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

Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]

Disciplinary Core Idea(s):
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.

Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Crosscutting Concepts: Patterns Graphs and charts can be used to identify patterns in data.

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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B

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

Title: HS-ESS1 Earth’s Place in the Universe

Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).]

Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-5)

Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.

Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B