Search the California Content Standards

Title: 2-ESS1 Earth’s Place in the Universe

Performance Expectation: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.

Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations from several sources to construct an evidence-based account for natural phenomena.

Crosscutting Concepts: Stability and Change Things may change slowly or rapidly.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 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. SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. a. Give and follow three- and four-step oral directions. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 2.NBT.1-4: Understand place value.

DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 3.LS2.C; 4.ESS1.C; 4.ESS2.A

Title: 2-ESS2 Earth’s Systems

Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]

Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)

Science & Engineering Practices: Constructing Explanations and Designing Solutions Compare multiple solutions to a problem.

Crosscutting Concepts: Stability and Change Things may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientists study the natural and material world.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

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

Title: 2-ESS2 Earth’s Systems

Performance Expectation: Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.

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

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 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: 2.PS1.A Articulation across grade-levels: 5.ESS2.C

Title: 3-ESS2 Earth’s Systems

Performance Expectation: Obtain and combine information to describe climates in different regions of the world.

Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.

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

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 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.3.9: Compare and contrast the most important points and key details presented in two texts on the same 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. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.ESS2.C; MS.ESS2.D

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

Title: 5-ESS3 Earth and Human Activity

Performance Expectation: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.

Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science findings are limited to questions that can be answered with empirical evidence.

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.5.1: 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.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. RI.5.9.a-b: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.

DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS3.A; MS.ESS3.C; MS.ESS3.D

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

Performance Expectation: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]

Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-6)

Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.

Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable.

California Environmental Principles and Concepts:
N/A

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-12.1: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. S-ID.6.a-c: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.

DCI Connections:
Connections to other DCIs in this grade-band: HS.PS2.A; HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.ESS1.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B

Title: HS-ESS3 Earth and Human Activity

Performance Expectation: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering, Technology, and Applications of Science solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]

Disciplinary Core Idea(s):
ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary HS-ESS3-4)

Science & Engineering Practices: Constructing Explanations and Designing Solutions Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks.

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. 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. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems.

DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.C; HS.LS4.D Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D