Science (CA NGSS) Standards
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Showing 1 - 10 of 22 Standards
Standard Identifier: K-LS1-1
Grade:
K
Disciplinary Core Idea:
LS1.C: Organization for Matter and Energy Flow in Organisms
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Life Science
Title: K-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science:: Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.
Crosscutting Concepts: Patterns Patterns in the natural and human designed world can be observed and used as evidence.
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.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 K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 2.LS2.A; 3.LS2.C; 3.LS4.B; 5.LS1.C; 5.LS2.A
Performance Expectation: Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science:: Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.
Crosscutting Concepts: Patterns Patterns in the natural and human designed world can be observed and used as evidence.
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.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 K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/ shorter.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 2.LS2.A; 3.LS2.C; 3.LS4.B; 5.LS1.C; 5.LS2.A
Standard Identifier: 1-PS4-2
Grade:
1
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 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
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
Standard Identifier: 1-PS4-3
Grade:
1
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
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: 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
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
Standard Identifier: 2-ESS2-2
Grade:
2
Disciplinary Core Idea:
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: 2-ESS2 Earth’s Systems
Performance Expectation: Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
Disciplinary Core Idea(s):
ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps show where things are located. One can map the shapes and kinds of land and water in any area.
Science & Engineering Practices: Developing and Using Models Develop a model to represent patterns in the natural world.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Performance Expectation: Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
Disciplinary Core Idea(s):
ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps show where things are located. One can map the shapes and kinds of land and water in any area.
Science & Engineering Practices: Developing and Using Models Develop a model to represent patterns in the natural world.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 2.NBT.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Standard Identifier: 4-ESS2-2
Grade:
4
Disciplinary Core Idea:
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 4-ESS2 Earth’s Systems
Performance Expectation: Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
Disciplinary Core Idea(s):
ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning.
Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Mathematics 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS2.B; 2.ESS2.C; 5.ESS2.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
Disciplinary Core Idea(s):
ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning.
Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Mathematics 4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS2.B; 2.ESS2.C; 5.ESS2.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Standard Identifier: 4-PS4-2
Grade:
4
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
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: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
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: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D
Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
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: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D
Standard Identifier: 5-LS1-1
Grade:
5
Disciplinary Core Idea:
LS1.C: Organization for Matter and Energy Flow in Organisms
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: 5-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants acquire their material for growth chiefly from air and water.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Energy and Matter Matter is transported into, out of, and within systems.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A Articulation across grade-levels: K.LS1.C; 2.LS2.A; MS.LS1.C
Performance Expectation: Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants acquire their material for growth chiefly from air and water.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Energy and Matter Matter is transported into, out of, and within systems.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A Articulation across grade-levels: K.LS1.C; 2.LS2.A; MS.LS1.C
Standard Identifier: 5-PS3-1
Grade:
5
Disciplinary Core Idea:
PS3.D: Energy in Chemical Processes, LS1.C: Organization for Matter and Energy Flow in Organisms
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: 5-PS3 Energy
Performance Expectation: Use models to describe that energy in animals’ food (used for body repair, growth, and motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
Disciplinary Core Idea(s):
PS3.D: Energy in Chemical Processes The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
Science & Engineering Practices: Developing and Using Models Use models to describe phenomena.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
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.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: K.LS1.C; 2.LS2.A; 4.PS3.A; 4.PS3.B; 4.PS3.D; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B
Performance Expectation: Use models to describe that energy in animals’ food (used for body repair, growth, and motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]
Disciplinary Core Idea(s):
PS3.D: Energy in Chemical Processes The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)
Science & Engineering Practices: Developing and Using Models Use models to describe phenomena.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
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.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: K.LS1.C; 2.LS2.A; 4.PS3.A; 4.PS3.B; 4.PS3.D; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B
Standard Identifier: MS-ESS2-3
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.C: The History of Planet Earth, ESS2.B: Plate Tectonics and Large-Scale System Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Science findings are frequently revised and/or reinterpreted based on new evidence.
Crosscutting Concepts: Patterns Patterns in rates of change and other numerical relationships can provide information about natural 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.6-8.7: 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). 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. 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.LS4.A Articulation across grade-bands: 3.LS4.A; 3.ESS3.B; 4.ESS1.C; 4.ESS2.B; 4.ESS3.B; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B
Performance Expectation: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Science findings are frequently revised and/or reinterpreted based on new evidence.
Crosscutting Concepts: Patterns Patterns in rates of change and other numerical relationships can provide information about natural 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.6-8.7: 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). 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. 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.LS4.A Articulation across grade-bands: 3.LS4.A; 3.ESS3.B; 4.ESS1.C; 4.ESS2.B; 4.ESS3.B; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B
Standard Identifier: MS-LS1-6
Grade Range:
6–8
Disciplinary Core Idea:
LS1.C: Organization for Matter and Energy Flow in Organisms, PS3.D: Energy in Chemical Processes
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
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. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.D
Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
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. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.D
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