Science (CA NGSS) Standards
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Showing 1 - 9 of 9 Standards
Standard Identifier: K-ESS2-2
Grade:
K
Disciplinary Core Idea:
ESS2.E: Biogeology, ESS3.C: Human Impacts on Earth Systems
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
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
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
Standard Identifier: K-ESS3-2
Grade:
K
Disciplinary Core Idea:
ESS3.B: Natural Hazards, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Earth and Space Science
Title: K-ESS3 Earth and Human Activity
Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering Problems Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the designed world.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology People encounter questions about the natural world every day. Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology.
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. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Mathematics MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers.
DCI Connections:
Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B
Performance Expectation: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. ETS1.A: Defining and Delimiting Engineering Problems Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions based on observations to find more information about the designed world.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology People encounter questions about the natural world every day. Influence of Engineering, Technology, and Science on Society and the Natural World People depend on various technologies in their lives; human life would be very different without technology.
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. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Mathematics MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7: Compare numbers.
DCI Connections:
Connections to other DCIs in this grade-band: K.ETS1.A Articulation across grade-bands: 2.ESS1.C; 3.ESS3.B; 4.ESS3.B
Standard Identifier: 3-ESS3-1
Grade:
3
Disciplinary Core Idea:
ESS3.B: Natural Hazards
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: 3-ESS3 Earth and Human Activity
Performance Expectation: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
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: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). Connections to Nature of Science: Science is a Human Endeavor Science affects everyday life.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.7: Conduct short research projects that build knowledge about a topic. 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: K.ESS3.B; K.ETS1.A; 4.ESS3.B; 4.ETS1.A; MS.ESS3.B
Performance Expectation: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
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: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). Connections to Nature of Science: Science is a Human Endeavor Science affects everyday life.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.7: Conduct short research projects that build knowledge about a topic. 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: K.ESS3.B; K.ETS1.A; 4.ESS3.B; 4.ETS1.A; MS.ESS3.B
Standard Identifier: 5-ESS1-1
Grade:
5
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
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
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
Standard Identifier: MS-ESS3-4
Grade Range:
6–8
Disciplinary Core Idea:
ESS3.C: Human Impacts on Earth Systems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: MS-ESS3 Earth and Human Activity
Performance Expectation: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
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 RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.1.a-f: Write arguments focused on discipline content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 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.LS2.A; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.A; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C
Performance Expectation: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
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 RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.1.a-f: Write arguments focused on discipline content. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 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.LS2.A; MS.LS4.D Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.ESS3.C; HS.LS2.A; HS.LS2.C; HS.LS4.C; HS.LS4.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C
Standard Identifier: MS-ESS3-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS3.D: Global Climate Change
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Earth and Space Science
Title: MS-ESS3 Earth and Human Activity
Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument.
Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
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 RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D
Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument.
Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
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 RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D
Standard Identifier: HS-ESS1-5
Grade Range:
9–12
Disciplinary Core Idea:
ESS1.C: The History of Planet Earth, ESS2.B: Plate Tectonics and Large-Scale System Interactions, PS1.C: Nuclear Processes
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: HS-ESS1 Earth’s Place in the Universe
Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) 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-ESS1-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns.
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.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) 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-ESS1-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns.
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.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Standard Identifier: HS-ESS2-7
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.D: Weather and Climate, ESS2.E: Biogeology
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: HS-ESS2 Earth’s Systems
Performance Expectation: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. ESS2.E: Biogeology The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument or counter-arguments based on data and evidence.
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:
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.9-12.1.a-e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.A; HS.LS4.B; HS.LS4.C; HS.LS4.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C
Performance Expectation: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. ESS2.E: Biogeology The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an oral and written argument or counter-arguments based on data and evidence.
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:
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.9-12.1.a-e: Write arguments focused on discipline-specific content.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.C; HS.LS4.A; HS.LS4.B; HS.LS4.C; HS.LS4.D Articulation across grade-bands: MS.LS2.A; MS.LS2.C; MS.LS4.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C; MS.ESS2.A; MS.ESS2.C; MS.ESS3.C
Standard Identifier: HS-ESS3-2
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.A: Natural Resources, ETS1.B: Developing Possible Solutions
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. 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 to HS-ESS3-2)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
Crosscutting Concepts: 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. Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
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.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C
Performance Expectation: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. 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 to HS-ESS3-2)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
Crosscutting Concepts: 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. Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
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.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881