Science (CA NGSS) Standards
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SEP-3: Planning and Carrying Out Investigations
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SEP-4: Analyzing and Interpreting Data
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SEP-5: Using Mathematics and Computational Thinking
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SEP-8: Obtaining, Evaluating, and Communicating Information
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Showing 61 - 70 of 86 Standards
Standard Identifier: HS-ESS2-2
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: HS-ESS2 Earth’s Systems
Performance Expectation: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
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 New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy 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.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 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.PS3.B; HS.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D
Performance Expectation: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
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 New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy 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.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 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.PS3.B; HS.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D
Standard Identifier: HS-ESS2-5
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: HS-ESS2 Earth’s Systems
Performance Expectation: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Crosscutting Concepts: Structure and Function The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS3.B; HS.ESS3.C Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D
Performance Expectation: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Crosscutting Concepts: Structure and Function The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.B; HS.PS3.B; HS.ESS3.C Articulation across grade-bands: MS.PS1.A; MS.PS4.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D
Standard Identifier: HS-ESS3-3
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.C: Human Impacts on Earth Systems
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Connections to Nature of Science: Science is a Human Endeavor Science is a result of human endeavors, imagination, and creativity.
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A; HS.ESS2.E Articulation across grade-bands: MS.PS1.B; MS.LS2.A; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C
Performance Expectation: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Connections to Nature of Science: Science is a Human Endeavor Science is a result of human endeavors, imagination, and creativity.
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A; HS.ESS2.E Articulation across grade-bands: MS.PS1.B; MS.LS2.A; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.C
Standard Identifier: HS-ESS3-5
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.D: Global Climate Change
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
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.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 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.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
Performance Expectation: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
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.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 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.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
Standard Identifier: HS-ESS3-6
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.D: Weather and Climate, ESS3.D: Global Climate Change
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) ESS3.D: Global Climate Change Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.
Crosscutting Concepts: Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D
Performance Expectation: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) ESS3.D: Global Climate Change Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.
Crosscutting Concepts: Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.LS2.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C; MS.ESS3.D
Standard Identifier: HS-ETS1-4
Grade Range:
9–12
Disciplinary Core Idea:
ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Engineering, Technology, and Applications of Science
Title: HS-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Disciplinary Core Idea(s):
ETS1.B: Developing Possible Solutions Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.
Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
California Environmental Principles and Concepts:
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include: Earth and Space Science: HS-ESS3-2; HS-ESS3-4 Life Science: HS-LS2-7; HS-LS4-6 Articulation across grade-bands: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C
Performance Expectation: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Disciplinary Core Idea(s):
ETS1.B: Developing Possible Solutions Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems.
Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
California Environmental Principles and Concepts:
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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to HS-ETS1.B: Designing Solutions to Engineering Problems include: Earth and Space Science: HS-ESS3-2; HS-ESS3-4 Life Science: HS-LS2-7; HS-LS4-6 Articulation across grade-bands: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C
Standard Identifier: HS-LS1-3
Grade Range:
9–12
Disciplinary Core Idea:
LS1.A: Structure and Function
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Life Science
Title: HS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomach response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.
Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A
Performance Expectation: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomach response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings.
Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.A
Standard Identifier: HS-LS2-1
Grade Range:
9–12
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical and/or computational representations of phenomena or design solutions to support explanations.
Crosscutting Concepts: Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
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. 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 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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.A; MS.ESS3.C
Performance Expectation: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical and/or computational representations of phenomena or design solutions to support explanations.
Crosscutting Concepts: Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
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. 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 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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.A; MS.ESS3.C
Standard Identifier: HS-LS2-2
Grade Range:
9–12
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems, LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support and revise explanations. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Crosscutting Concepts: Scale, Proportion, and Quantity Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
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. 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 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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.C
Performance Expectation: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support and revise explanations. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Crosscutting Concepts: Scale, Proportion, and Quantity Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
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. 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 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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.ESS3.C
Standard Identifier: HS-LS2-4
Grade Range:
9–12
Disciplinary Core Idea:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support claims.
Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between 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. 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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B
Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support claims.
Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between 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. 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:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B
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