Search the California Content Standards

Title: K-ESS2 Earth’s Systems

Performance Expectation: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

Disciplinary Core Idea(s):
ESS2.E: Biogeology Plants and animals can change their environment. 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. (secondary to K-ESS2-2)

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

Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together.

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. W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. 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: N/A Articulation across grade-levels: 4.ESS2.E; 5.ESS2.A

Title: K-ESS3 Earth and Human Activity

Performance Expectation: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

Disciplinary Core Idea(s):
ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

Science & Engineering Practices: Developing and Using Models Use a model to represent relationships in the natural world.

Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together.

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 SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Mathematics MP.2: Reason abstractly and quantitatively. 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 kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 5.LS2.A; 5.ESS2.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: 2-PS1 Matter and Its Interactions

Performance Expectation: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.

Crosscutting Concepts: Patterns Patterns in the natural and human designed world can be observed.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.4: Model with mathematics. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.A

Title: 2-PS1 Matter and Its Interactions

Performance Expectation: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.]

Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Different properties are suited to different purposes.

Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.

Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RI.2.8: Describe how reasons support specific points the author makes in a text. W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 5.PS1.A

Title: 2-PS1 Matter and Its Interactions

Performance Expectation: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.]

Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces.

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: Energy and Matter Objects may break into smaller pieces and be put together into larger pieces, or change shapes.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.A; 5.PS1.A; 5.LS2.A

Title: 4-ESS3 Earth and Human Activity

Performance Expectation: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

Disciplinary Core Idea(s):
ESS3.A: Natural Resources Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and other reliable media to explain phenomena.

Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering. Influence of Science, Engineering and Technology on Society and the Natural World Over time, people’s needs and wants change, as do their demands for new and improved technologies.

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 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. W.4.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. 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: N/A Articulation across grade-levels: 5.ESS3.C; MS.PS3.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C; MS.ESS3.D

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

Title: 5-LS2 Ecosystems: Interactions, Energy, and Dynamics

Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.

Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.

Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.

California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. 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.5.7: 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D