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: 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: 3-LS4 Biological Evolution: Unity and Diversity

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

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

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

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

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

California Common Core State Standards Connections:
ELA/Literacy RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 4.ESS1.C; MS.LS2.A; MS.LS4.A; MS.ESS1.C; MS.ESS2.B

Title: 3-LS4 Biological Evolution: Unity and Diversity

Performance Expectation: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

Disciplinary Core Idea(s):
LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there.

Science & Engineering Practices: Engaging in Argument from Evidence Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. 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:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

California Common Core State Standards Connections:
ELA/Literacy RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in third grade: 3.ESS3.B Articulation across grade-levels: K.ESS3.A; K.ETS1.A; 2.LS2.A; 2.LS4.D; 4.ESS3.B; 4.ETS1.A; MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS1.C; MS.ESS3.C

Title: 4-LS1 From Molecules to Organisms: Structures and Processes

Performance Expectation: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

Disciplinary Core Idea(s):
LS1.A: Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

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

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 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.4.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics 4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: 1.LS1.A; 3.LS3.B; MS.LS1.A

Title: 4-PS3 Energy

Performance Expectation: Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

Disciplinary Core Idea(s):
PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses.

Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., measurements, observations, patterns) to construct an explanation.

Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2.a–d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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: Draw evidence from literary or informational texts to support analysis, reflection, and research.

DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A

Title: 5-ESS1 Earth’s Place in the Universe

Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.

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

Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 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. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B

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

Title: MS-ESS1 Earth’s Place in the Universe

Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.

Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered 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.6-8.7: 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). Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.

DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A

Title: MS-ESS1 Earth’s Place in the Universe

Performance Expectation: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]

Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.

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.

Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

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. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Mathematics 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; MS.LS4.C Articulation across grade-bands: 3.LS4.A; 3.LS4.C; 4.ESS1.C; HS.PS1.C; HS.LS4.A; HS.LS4.C; HS.ESS1.C; HS.ESS2.A