Science (CA NGSS) Standards
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SEP-1: Asking Questions and Defining Problems
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SEP-2: Developing and Using Models
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SEP-4: Analyzing and Interpreting Data
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SEP-5: Using Mathematics and Computational Thinking
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Showing 1 - 3 of 3 Standards
Standard Identifier: 4-PS3-3
Grade:
4
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer, PS3.C: Relationship between Energy and Forces
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 4-PS3 Energy
Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects’ motions.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
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.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C
Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects’ motions.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
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.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C
Standard Identifier: HS-LS4-3
Grade Range:
9–12
Disciplinary Core Idea:
LS4.B: Natural Selection, LS4.C: Adaptation
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Life Science
Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. LS4.C: Adaptation Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change.
Science & Engineering Practices: Analyzing and Interpreting Data Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
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.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.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
Performance Expectation: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. LS4.C: Adaptation Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change.
Science & Engineering Practices: Analyzing and Interpreting Data Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
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.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.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
Standard Identifier: HS-PS3-1
Grade Range:
9–12
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Physical Science
Title: HS-PS3 Energy
Performance Expectation: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
Performance Expectation: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
Questions: Curriculum Frameworks and Instructional Resources Division |
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