Science (CA NGSS) Standards
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ESS2.C: The Roles of Water in Earth's Surface Processes
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ESS3.B: Natural Hazards
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LS3.A: Inheritance of Traits
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LS4.C: Adaptation
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PS2.A: Forces and Motion
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Showing 1 - 4 of 4 Standards
Standard Identifier: MS-ESS2-4
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms.
Crosscutting Concepts: Energy and Matter Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
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:
N/A
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.D Articulation across grade-bands: 3.PS2.A; 4.PS3.B; 5.PS2.B; 5.ESS2.C; HS.PS2.B; HS.PS3.B; HS.PS3.D; HS.PS4.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms.
Crosscutting Concepts: Energy and Matter Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
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:
N/A
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.B; MS.PS3.A; MS.PS3.D Articulation across grade-bands: 3.PS2.A; 4.PS3.B; 5.PS2.B; 5.ESS2.C; HS.PS2.B; HS.PS3.B; HS.PS3.D; HS.PS4.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: MS-ESS2-6
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Performance Expectation: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS3.B; MS.PS4.B Articulation across grade-bands: 3.PS2.A; 3.ESS2.D; 5.ESS2.A; HS.PS2.B; HS.PS3.B; HS.ESS1.B; HS.ESS2.A; HS.ESS2.D
Standard Identifier: MS-LS3-1
Grade Range:
6–8
Disciplinary Core Idea:
LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. LS3.B: Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
California Environmental Principles and Concepts:
N/A
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.6–8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. 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). SL.8.5: Integrate multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.A; MS.LS4.A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.A; HS.LS1.B; HS.LS3.A; HS.LS3.B
Performance Expectation: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. LS3.B: Variation of Traits In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.
California Environmental Principles and Concepts:
N/A
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.6–8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. 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). SL.8.5: Integrate multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.A; MS.LS4.A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.A; HS.LS1.B; HS.LS3.A; HS.LS3.B
Standard Identifier: MS-LS3-2
Grade Range:
6–8
Disciplinary Core Idea:
LS1.B: Growth and Development of Organisms, LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
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.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 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). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Performance Expectation: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]
Disciplinary Core Idea(s):
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2) LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.
California Environmental Principles and Concepts:
N/A
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.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 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). SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 3.LS3.A; 3.LS3.B; HS.LS1.B; HS.LS3.A; HS.LS3.B
Questions: Curriculum Frameworks and Instructional Resources Division |
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