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: K-ESS3 Earth and Human Activity

Performance Expectation: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.

Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns.

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 W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A Articulation across grade-levels: 2.ETS1.B; 4.ESS3.A; 5.ESS3.C

Title: K-PS2 Motion and Stability: Forces and Interactions

Performance Expectation: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]

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. PS3.C: Relationship Between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1)

Science & Engineering Practices: Planning and Carrying Out Investigations With guidance, plan and conduct an investigation in collaboration with peers. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods 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.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics MP.2: Reason abstractly and quantitatively. K.MD.1-2: Describe and compare measurable attributes.

DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 3.PS2.A; 3.PS2.B; 4.PS3.A

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

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

Performance Expectation: Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light.

Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.

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.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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: 4.PS4.B

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

Performance Expectation: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]

Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)

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.

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: 2.PS1.A

Title: 3-LS2 Ecosystems: Interactions, Energy, and Dynamics

Performance Expectation: Construct an argument that some animals form groups that help members survive.

Disciplinary Core Idea(s):
LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2).

Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence, data, and/or a model.

Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.

California Environmental Principles and Concepts:
N/A

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.3.3: 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.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.4: Model with mathematics. 3.NBT.1-3: Use place value understanding and properties of operations to perform multi-digit arithmetic.

DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS1.B; MS.LS2.A

Title: 3-LS4 Biological Evolution: Unity and Diversity

Performance Expectation: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

Disciplinary Core Idea(s):
LS4.A: Evidence of Common Ancestry and Diversity Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: moved from K-2) Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning.

Crosscutting Concepts: Scale, Proportion, and Quantity Observable phenomena exist from very short to very long time periods. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in natural systems.

California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

California Common Core State Standards Connections:
ELA/Literacy RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: 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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 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: 4.ESS1.C; MS.LS2.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.B

Title: 3-LS4 Biological Evolution: Unity and Diversity

Performance Expectation: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

Disciplinary Core Idea(s):
LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.

Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., observations, patterns) to construct 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.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: 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: 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.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

DCI Connections:
Connections to other DCIs in third grade: 3.LS4.C Articulation across grade-levels: MS.LS2.A; MS.LS3.B; MS.LS4.B

Title: 3-LS4 Biological Evolution: Unity and Diversity

Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

Disciplinary Core Idea(s):
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence.

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.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: 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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: 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.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

DCI Connections:
Connections to other DCIs in third grade: 3.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C