Science (CA NGSS) Standards
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Showing 21 - 30 of 69 Standards
Standard Identifier: 3-PS2-2
Grade:
3
Disciplinary Core Idea:
PS2.A: Forces and Motion
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Patterns of change can be used to make predictions.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.3.7: Conduct short research projects that build knowledge about a topic. 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.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.ESS1.A; 4.PS4.A; MS.PS2.A; MS.ESS1.B
Performance Expectation: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Patterns of change can be used to make predictions.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.3.7: Conduct short research projects that build knowledge about a topic. 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.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.ESS1.A; 4.PS4.A; MS.PS2.A; MS.ESS1.B
Standard Identifier: 3-PS2-3
Grade:
3
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, 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. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, 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. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Standard Identifier: 4-ESS1-1
Grade:
4
Disciplinary Core Idea:
ESS1.C: The History of Planet Earth
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: 4-ESS1 Earth’s Place in the Universe
Performance Expectation: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Identify the evidence that supports particular points in an explanation.
Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation. 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:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. 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.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),...
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 3.LS4.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Identify the evidence that supports particular points in an explanation.
Crosscutting Concepts: Patterns Patterns can be used as evidence to support an explanation. 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:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. 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.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1,12), (2,24), (3,36),...
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 2.ESS1.C; 3.LS4.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
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-PS4-1
Grade:
4
Disciplinary Core Idea:
PS4.A: Wave Properties
Cross Cutting Concept:
CCC-1: Patterns
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 of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
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: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A
Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
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: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A
Standard Identifier: 4-PS4-3
Grade:
4
Disciplinary Core Idea:
PS4.C: Information Technologies and Instrumentation, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. 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.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. 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.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Standard Identifier: 5-ESS1-2
Grade:
5
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Standard Identifier: MS-ESS1-1
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars, ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
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. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Performance Expectation: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause-and-effect relationships. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
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. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A; MS.PS2.B Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.B
Standard Identifier: MS-ESS2-1
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems
Cross Cutting Concept:
CCC-7: Stability and Change
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 Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.
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.PS1.A; MS.PS1.B; MS.PS3.B; MS.LS2.B; MS.LS2.C; MS.ESS1.B; MS.ESS3.C Articulation across grade-bands: 4.PS3.B; 4.ESS2.A; 5.ESS2.A; HS.PS1.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.E
Performance Expectation: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.
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.PS1.A; MS.PS1.B; MS.PS3.B; MS.LS2.B; MS.LS2.C; MS.ESS1.B; MS.ESS3.C Articulation across grade-bands: 4.PS3.B; 4.ESS2.A; 5.ESS2.A; HS.PS1.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.E
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
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