Appendix 2 Connections to Environmental Principles and Concepts

Transcription

1 2016 CA Science Framework Appendix 2 Page 1 of 67 Appendix 2 Connections to Environmental Principles Concepts 2016 Science Framework for California Public Schools Kindergarten through Grade 12 The CA Science Framework was adopted by the California State Board of Education on November 3, The CA Science Framework has not been edited for

2 2016 CA Science Framework Appendix 2 Page 2 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Kindergarten K-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, K-LS1-1. Use Principle I: The continuation observations to describe health of individual human lives patterns of what plants of human communities animals (including societies depend on the health of humans) need to survive. the natural systems that provide [Clarification Statement: essential goods ecosystem Examples of patterns services. could include that animals Principle II: The long-term need to take in food but functioning health of plants do not; the terrestrial, freshwater, coastal different kinds of food marine ecosystems are influenced needed by different types by their relationships with human of animals; the societies. requirement of plants to have light;, that all living things need water.] Crosscutting Concepts Patterns Patterns in the natural human designed world can be observed used as evidence. (K-LS1-1) Science Engineering Analyzing Interpreting Data Use observations (firsth or from media) to describe patterns in the natural world in order to answer scientific questions. (K- LS1-1) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns order when making observations about the world. (K-LS1-1) As students learn that: LS1.C: Organization for Matter Energy Flow in Organisms All animals need food in order to live grow; they obtain their food from plants or from other animals; plants need water light to live grow. (K-LS1-1) Students should be developing an understing: Principle I Concept a: that the goods produced by natural systems are essential to human life to the functioning of our economies cultures., Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. The World Around Me A Day In My Life

3 2016 CA Science Framework Appendix 2 Page 3 of 67 K-ESS2 Earth s Systems Performance Connections Between EP&Cs, K-ESS2-2: Construct an argument supported by evidence for how plants animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants animals changing their environment could include a squirrel digs in the ground to hide its food tree roots can break concrete.] Principle I: The continuation health of individual human lives of human communities societies depend on the health of the natural systems that provide essential goods ecosystem services. Principle II: The long-term functioning health of terrestrial, freshwater, coastal marine ecosystems are influenced by their relationships with human societies. As students learn that: ESS2.E: Biogeology Plants animals can change their environment. (K-ESS2-2) Secondary DCI(s) ESS3.C: Human Impacts on Earth Systems Things people do to live comfortably can affect the world around them, but they can make choices that reduce their impacts on the l, water, air, other living things. (secondary to K-ESS2-2) The World Around Me A Day In My Life Crosscutting Concepts Patterns Patterns in the natural world can be observed, used to describe phenomena, used as evidence. (K-ESS2-1) Systems System Models Systems in the natural designed world have parts that work together. (K-ESS2-2) Science Engineering Engaging in Argument from Evidence Construct an argument with evidence to support a claim. (K- ESS2-2) Students should be developing an understing: Principle I Concept c: that the quality, quantity reliability of the goods ecosystem services provided by natural systems are directly affected by the health of those systems. (ESS2.E) Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. (ESS3.C)

4 2016 CA Science Framework Appendix 2 Page 4 of 67 K-ESS3 Earth Human Activity Performance Connections Between EP&Cs, K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds leaves, therefore, they usually live in forested areas;, grasses need sunlight so they often grow in meadows. Plants, animals, their surroundings make up a system.] K-ESS3-3. Communicate Principle I: The continuation health of individual human lives of human communities societies depend on the health of the natural systems that provide essential goods ecosystem services. Principle II: The long-term functioning health of terrestrial, freshwater, coastal marine ecosystems are influenced by their relationships with human societies. As students learn that: ESS3.A: Natural Resources Humans use natural resources for everything they do. (K-ESS3-1) ESS3.C: Human Impacts on Earth Systems Things people do to live comfortably can affect the world around them. (K-ESS3-3) Secondary DCI(s) ETS1.A: Defining Delimiting an Engineering Problem Asking questions, making observations, gathering information are helpful in thinking about problems. (secondary to K-ESS3-2) ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. (secondary to K- ESS3-3) The World Around Me A Day In My Life solutions that will reduce Crosscutting Concepts the impact of humans on Cause Effect Students should be developing an understing: the l, water, air, Events have causes that Principle I Concept c: that the quality, quantity /or other living things generate observable patterns. reliability of the goods ecosystem services provided by in the local environment.* (K-ESS3-3) natural systems are directly affected by the health of those [Clarification Statement: Systems System Models systems. (ESS3.A) Examples of human Systems in the natural impact on the l could designed world have parts that Principle II Concept a: that direct indirect changes to include cutting trees to work together. (K-ESS3-1) natural systems due to the growth of human populations produce paper using Science Engineering their consumption rates influence the geographic extent, resources to produce composition, biological diversity, viability of natural bottles. Examples of Developing Using Models systems. (ESS3.C) solutions could include Use a model to represent reusing paper relationships in the natural recycling cans world. (K-ESS3-1) bottles.] Obtaining, Evaluating, Communicating Information Communicate solutions with others in oral /or written forms using models /or drawings that provide detail about scientific ideas. (K-ESS3-3)

5 2016 CA Science Framework Appendix 2 Page 5 of 67 K-2-ETS1 Engineering Design Performance Connections Between EP&Cs, K-2-ETS1-1. Ask Principle V: Decisions affecting The World Around Me questions, make resources natural systems As students discover that: observations, gather are based on a wide range of ETS1.A: Defining Delimiting Engineering Problems A Day In My Life information about a considerations decisionmaking A situation people want to change or create can be situation people want to processes. approached as a problem to be solved through engineering. change to define a simple (K-2-ETS1-1) problem that can be solved through the ETS1.A Asking questions, making observations, development of a new or gathering information are helpful in thinking about problems. improved object or tool. (K-2-ETS1-1) ETS1.A Before beginning to design a solution, it is Crosscutting Concepts None identified Science Engineering Asking Questions Defining Problems Ask questions based on observations to find more information about the natural /or designed world(s). (K-2- ETS1-1) Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2- ETS1-1) important to clearly underst the problem. (K-2-ETS1-1) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions.

6 2016 CA Science Framework Appendix 2 Page 6 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Grade One 1-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, 1-LS1-1. Use materials to Principle II: The long-term design a solution to a functioning health of human problem by terrestrial, freshwater, coastal mimicking how plants marine ecosystems are influenced /or animals use their by their relationships with human external parts to help societies. them survive, grow, meet their needs.* [Clarification Statement: Examples of human Crosscutting Concepts problems that can be Patterns solved by mimicking plant Patterns in the natural world can or animal solutions could be observed, used to describe include designing clothing phenomena, used as or equipment to protect evidence. (1-LS1-2) bicyclists by mimicking Structure Function turtle shells, acorn shells, The shape stability of animal scales; structures of natural stabilizing structures by designed objects are related to mimicking animal tails their function(s). (1-LS1-1) roots on plants; keeping out intruders by Connections to mimicking thorns on Engineering, Technology, branches animal Applications of Science quills;, detecting Influence of Engineering, intruders by mimicking Technology, Science on eyes ears.] Society the Natural World 1-LS1-2. Read texts Every human-made product is use media to determine designed by applying some patterns in behavior of knowledge of the natural world parents offspring that is built by using natural help offspring survive. materials. (1-LS1-1) [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring Science Engineering make (such as crying, cheeping, other Constructing Explanations As students learn that: LS1.A: Structure Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, seek, find, take in food, water air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive grow. (1-LS1-1) Students should be developing an understing: Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. Surviving Thriving Finding Shelter Open Wide! Look Inside!

7 2016 CA Science Framework Appendix 2 Page 7 of 67 vocalizations) the Designing Solutions responses of the parents Use materials to design a (such as feeding, device that solves a specific comforting, problem or a solution to a protecting the offspring).] specific problem. (1-LS1-1) Obtaining, Evaluating, Communicating Information Read grade-appropriate texts use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns order when making observations about the world. (1-LS1-2)

8 2016 CA Science Framework Appendix 2 Page 8 of 67 K-2-ETS1 Engineering Design Performance Connections Between EP&Cs, K-2-ETS1-1. Ask Principle V: Decisions affecting Surviving Thriving questions, make resources natural systems As students discover that: observations, gather are based on a wide range of ETS1.A: Defining Delimiting Engineering Problems Finding Shelter information about a considerations decisionmaking Asking questions, making observations, gathering situation people want to processes. information are helpful in thinking about problems. (K-2- Open Wide! Look Inside! change to define a simple ETS1-1) problem that can be solved through the development of a new or improved object or tool. Crosscutting Concepts Structure Function b The shape stability of structures of natural designed objects are related to their function(s). (K-2-ETS1-2) Science Engineering Asking Questions Defining Problems Ask questions based on observations to find more information about the natural /or designed world(s). (K-2- ETS1-1) Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2- ETS1-1) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions.

9 2016 CA Science Framework Appendix 2 Page 9 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS; Grade Two 2-LS2 Ecosystems: Interactions, Energy, Dynamics Performance Connections Between EP&Cs, 2-LS2-1: Plan Principle II: The long-term conduct an investigation functioning health of to determine if plants terrestrial, freshwater, coastal need sunlight water marine ecosystems are influenced to grow. [Assessment by their relationships with human Boundary: Assessment is societies. limited to testing one Principle V: Decisions affecting variable at a time.] resources natural systems 2-LS2-2: Develop a are based on a wide range of simple model that mimics considerations decisionmaking processes. the function of an animal in dispersing seeds or Crosscutting Concepts pollinating plants.* Cause Effect Events have causes that generate observable patterns. (2-LS2-1) Structure Function The shape stability of structures of natural designed objects are related to their function(s). (2-LS2-2) Science Engineering Developing Using Models Develop a simple model based on evidence to represent a proposedproposed object or tool. (2-LS2-2) Planning Carrying Out Investigations Planning carrying Plan conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1) As students learn that: LS2.A: Interdependent Relationships in Ecosystems Plants depend on water light to grow. (2-LS2-1) LS2.A Plants depend on animals for pollination or to move their seeds around. (2-LS2-2) Secondary DCI(s) ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem s solutions to other people. (secondary to 2-LS2-2) b Students should be developing an understing: Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions. Cycle of Life Flowering Plants in Our Changing Environment

10 2016 CA Science Framework Appendix 2 Page 10 of 67 2-LS4 Biological Evolution: Unity Diversity Performance Connections Between EP&Cs, 2-LS4-1: Make Principle II: The long-term Cycle of Life observations of plants functioning health of As students discover that: animals to compare terrestrial, freshwater, coastal LS4.D: Biodiversity Humans There are many Flowering Plants in Our the diversity of life in marine ecosystems are influenced different kinds of living things in any area, they exist in Changing Environment different habitats. by their relationships with human different places on l in water. (2-LS4-1) [Clarification Statement: societies. Alike Different Emphasis is on the Crosscutting Concepts diversity of living things in Cause Effect Students should be developing an understing: Surviving Thriving each of a variety of Events have causes that Principle II Concept a: that direct indirect changes to different habitats.] generate observable patterns. natural systems due to the growth of human populations [Assessment Boundary: (2-LS2-1) their consumption rates influence the geographic extent, Assessment does not Systems System Models composition, biological diversity, viability of natural include specific animal Systems in the natural systems. plant names in designed world have parts that specific habitats.] work together. (K-ESS2-2) Science Engineering Planning Carrying Out Investigations Make observations (firsth or from media) to collect data which can be used to make comparisons. (2-LS4-1) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns order when making observations about the world. (2-LS4-1)

11 2016 CA Science Framework Appendix 2 Page 11 of 67 K-2-ETS1 Engineering Design Performance Connections Between EP&Cs, K-2-ETS1-1. Ask Principle V: Decisions affecting Cycle of Life questions, make resources natural systems As students learn that: observations, gather are based on a wide range of ETS1.A: Defining Delimiting Engineering Problems Flowering Plants in Our information about a considerations decisionmaking Asking questions, making observations, gathering Changing Environment situation people want to processes. information are helpful in thinking about problems (K-2- change to define a simple ETS1-1) The Earth Rocks problem that can be solved through the ETS1.A: Defining Delimiting Engineering Problems development of a new or Before beginning to design a solution it is important to improved object or tool. clearly underst the problem. (K-2-ETS1-1) Crosscutting Concepts Cause Effect Events have causes that generate observable patterns. (2-LS2-1 Structure Function b The shape stability of structures of natural designed objects are related to their function(s). (K-2-ETS1-2) Science Engineering Asking Questions Defining Problems Ask questions based on observations to find more information about the natural /or designed world(s). (K-2- ETS1-1) Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2- ETS1-1) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions.

12 2016 CA Science Framework Appendix 2 Page 12 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Grade Three 3-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, 3-LS1-1. Develop models Principle III: Natural systems to describe that proceed through cycles that organisms have unique humans depend upon, benefit diverse life cycles but from can alter. all have in common birth, growth, reproduction, death. [Clarification Crosscutting Concepts Statement: Changes Patterns organisms go through Patterns of change can be used during their life form a to make predictions. (3-LS1-1) pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.] Science Engineering Developing Using Models Develop models to describe phenomena. (3-LS1-1) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns. (3-LS1-1) As students learn that: LS1.B: Growth Development of Organisms Reproduction is essential to the continued existence of every kind of organism. Plants animals have unique diverse life cycle. (3-LS1-1) Students should be developing an understing: Principle III Concept a: that natural systems proceed through cycles processes that are required for their functioning. Principle III Concept b: that human practices depend upon benefit from the cycles processes that operate within natural systems. Principle III Concept c: that human practices can alter the cycles processes that operate within natural systems. Cycle of Life Flowering Plants in Our Changing Environment Structures for Survival in a Healthy Ecosystem Living Things in Changing Environments

13 2016 CA Science Framework Appendix 2 Page 13 of 67 3-LS3 Heredity: Inheritance Variation of Traits Performance Connections Between EP&Cs, 3-LS3-2. Use evidence to Principle II: The long-term Structures for Survival in a support the explanation functioning health of As students learn that: Healthy Ecosystem that traits can be terrestrial, freshwater, coastal LS3.A: Inheritance of Traits Other characteristics result influenced by the marine ecosystems are influenced from individuals interactions with the environment, which Living Things in Changing environment. by their relationships with human can range from diet to learning, that many characteristics Environments [Clarification Statement: societies. involve both inheritance environment. (3-LS3-2) Examples of the Alike Different environment affecting a LS3.B: Variation of Traits The environment also affects trait could include the traits that an organism develops. (3-LS3-2) Flowering Plants in Our normally tall plants grown Crosscutting Concepts Changing Environment with insufficient water are Cause Effect Students should be developing an understing: stunted;, a pet dog Cause effect relationships Principle II Concept a: that direct indirect changes to that is given too much are routinely identified used natural systems due to the growth of human populations food little exercise to explain change. (3-LS3-2) their consumption rates influence the geographic extent, may become overweight.] Patterns composition, biological diversity, viability of natural Similarities differences in systems. patterns can be used to sort classify natural phenomena. (3- LS3-1) Science Engineering Constructing Explanations Designing Solutions Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)

14 2016 CA Science Framework Appendix 2 Page 14 of 67 3-LS4 Biological Evolution: Unity Diversity Performance Connections Between EP&Cs, 3-LS4-2. Use evidence to Principle II: The long-term Structures for Survival in a construct an explanation functioning health of As students discover that: Healthy Ecosystem for how the variations in terrestrial, freshwater, coastal LS4.C: Adaptation For any particular environment, some characteristics among marine ecosystems are influenced kinds of organisms survive well, some survive less well. (3- Living Things in Changing individuals of the same by their relationships with human LS4-3) Environments species may provide societies. advantages in surviving, Crosscutting Concepts LS4.D: Biodiversity Humans Populations live in a finding mates, Cause Effect variety of habitats, change in those habitats affects the reproducing. [Clarification Cause effect relationships organisms living there. (3-LS4-4) Statement: Examples of are routinely identified used cause effect to explain change. (3-LS4-2), (3- Secondary DCI(s) relationships could be LS4-3) LS2.C: Ecosystem Dynamics, Functioning, plants that have larger Systems System Models Resilience When the environment changes in ways that thorns than other plants A system can be described in affect a place s physical characteristics, temperature, or may be less likely to be terms of its components availability of resources, some organisms survive eaten by predators;, their interactions. (3-LS4-4) reproduce, others move to new locations, yet others move animals that have better into the transformed environment, some die. (secondary camouflage coloration to 3-LS4-4) than other animals may Connections to be more likely to survive Engineering, Technology, Students should be developing an understing: therefore more likely Applications of Science b Principle II Concept a: that direct indirect changes to to leave offspring.] Interdependence of Science, natural systems due to the growth of human populations 3-LS4-3. Construct an Engineering, Technology their consumption rates influence the geographic extent, argument with evidence Knowledge of relevant scientific concepts composition, biological diversity, viability of natural that in a particular habitat research findings is important in systems. some organisms can engineering. (3-LS4-3) survive well, some Principle II Concept b: that methods used to extract, survive less well, Connections to harvest, transport consume natural resources influence some cannot survive at Nature of Science the geographic extent, composition, biological diversity, all. [Clarification Science is a Human Endeavor viability of natural systems. Statement: Examples of Most scientists engineers evidence could include work in teams. (3-LS4-3) Principle II Concept c: that the expansion operation of needs characteristics Science Engineering human communities influences the geographic extent, of the organisms composition, biological diversity, viability of natural habitats involved. The Constructing Explanations systems. organisms their Designing Solutions habitat make up a system Use evidence (e.g.,

15 2016 CA Science Framework Appendix 2 Page 15 of 67 in which the parts depend observations, patterns) to on each other.] construct an explanation. (3-3-LS4-4. Make a claim LS4-2) about the merit of a solution to a problem caused when the Engaging in Argument from environment changes Evidence the types of plants Construct an argument with animals that live there evidence. (3-LS4-3) may change.* Make a claim about the merit of [Clarification Statement: a solution to a problem by citing Examples of relevant evidence about how it environmental changes meets the criteria could include changes in constraints of the problem. (3- l characteristics, LS4-4) water distribution, temperature, food, other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

16 2016 CA Science Framework Appendix 2 Page 16 of ETS1 Engineering Design Performance Connections Between EP&Cs, 3-5-ETS1-1. Define a Principle V: Decisions affecting Structures for Survival in a simple design problem resources natural systems As students recognize that: Healthy Ecosystem reflecting a need or a are based on a wide range of ETS1.A: Defining Delimiting Engineering Problems want that includes considerations decisionmaking Different proposals for solutions can be compared on the Living Things in Changing specified criteria for processes. basis of how well each one meets the specified criteria for Environments success constraints Crosscutting Concepts success or how well each takes the constraints into account. on materials, time, or (3-5-ETS1-1) cost. 3-5-ETS1-2. Generate compare multiple possible solutions to a problem based on how well each is likely to meet the criteria constraints of the problem. Connections to Engineering, Technology, Applications of Science Influence of Engineering, Technology, Science on Society the Natural World People s needs wants change over time, as do their dems for new improved technologies. (3-5-ETS1-1) Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, meet societal dems. (3-5-ETS-2) Science Engineering Asking Questions Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system includes several criteria for success constraints on materials, time, or cost. (3-5-ETS1-1) Constructing Explanations Designing Solutions Generate compare multiple solutions to a problem based on how well they meet the criteria constraints of the design problem. (3-5-ETS1-2) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions.

17 2016 CA Science Framework Appendix 2 Page 17 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Grade Four 4-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, 4-LS1-1. Construct an Principle II: The long-term argument that plants functioning health of animals have internal terrestrial, freshwater, coastal external structures that marine ecosystems are influenced function to support by their relationships with human survival, growth, societies. behavior, Crosscutting Concepts reproduction. Systems System Models [Clarification Statement: A system can be described in Examples of structures terms of its components could include thorns, their interactions. (4-LS1-1) stems, roots, colored Science Engineering petals, heart, stomach, lung, brain, skin. Engaging in Argument from Each structure has Evidence specific functions within Construct an argument with its associated system.] evidence, data, /or a model. [Assessment Boundary: (4-LS1-1) Assessment is limited to macroscopic structures within plant animal systems.] As students learn that: LS1.A: Structure Function Plants animals have both internal external structures that serve various functions in growth, survival, behavior, reproduction. (4- LS1-1) Students should be developing an understing: Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. Principle II Concept b: that methods used to extract, harvest, transport consume natural resources influence the geographic extent, composition, biological diversity, viability of natural systems. Principle II Concept c: that the expansion operation of human communities influences the geographic extent, composition, biological diversity, viability of natural systems. Structures for Survival in a Healthy Ecosystem Living Things in Changing Environments The Flow of Energy through Ecosystems

18 2016 CA Science Framework Appendix 2 Page 18 of 67 4-ESS3 Earth Human Activity Performance Connections Between EP&Cs, 4-ESS3-1. Obtain Principle I: The continuation Energy Material combine information to health of individual human lives As students learn that: Resources: Renewable or describe that energy of human communities ESS3.A: Natural Resources Energy fuels that humans Not? fuels are derived from societies depend on the health of use are derived from natural sources, their use affects natural resources the natural systems that provide the environment in multiple ways, that some resources Plants: The Ultimate Energy their uses affect the essential goods ecosystem are renewable over time, others are not. (4-ESS3-1) Resource environment. services. [Clarification Statement: Secondary DCI(s) Examples of renewable Crosscutting Concepts ETS1.B: Designing Solutions to Engineering Problems energy resources could Cause Effect Testing a solution involves investigating how well it include wind energy, Cause effect relationships are performs under a range of likely conditions. (secondary to 4- water behind dams, routinely identified used to explain ESS3-2) sunlight; non-renewable change. (4-ESS3-1) energy resources are Energy Matter b fossil fuels fissile Students should be developing an understing: Energy can be transferred in various materials. Examples of Principle I Concept a: that the goods produced by natural ways between objects. environmental effects systems are essential to human life to the functioning of could include loss of our economies cultures. Connections to habitat due to dams, loss Engineering, Technology, of habitat due to surface Applications of Science mining, air pollution Interdependence of Science, from burning of fossil Engineering, Technology fuels.] Knowledge of relevant scientific concepts research findings is important in engineering. (4- ESS3-1) Influence of Science, Engineering Technology on Society the Natural World Over time, people s needs wants change, as do their dems for new improved technologies. (4-ESS3-1) Science Engineering Obtaining, Evaluating, Communicating Information Obtain combine information from books other reliable

19 2016 CA Science Framework Appendix 2 Page 19 of 67 media to explain phenomena. (4-ESS3-1)

20 2016 CA Science Framework Appendix 2 Page 20 of ETS1 Engineering Design Performance Connections Between EP&Cs, 3-5-ETS1-1. Define a Principle V: Decisions affecting Life Death with simple design problem resources natural systems As students recognize that: Decomposers reflecting a need or a are based on a wide range of ETS1.A: Defining Delimiting Engineering Problems want that includes considerations decisionmaking Possible solutions to a problem are limited by available Microorganisms the specified criteria for processes. materials resources (constraints). The success of a Human World success constraints designed solution is determined by considering the desired on materials, time, or features of a solution (criteria). Different proposals for cost. solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each Crosscutting Concepts Connections to Engineering, Technology, Applications of Science Influence of Engineering, Technology, Science on Society the Natural World People s needs wants change over time, as do their dems for new improved technologies. (3-5-ETS1-1) Science Engineering Asking Questions Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system includes several criteria for success constraints on materials, time, or cost. (3-5-ETS1-1) takes the constraints into account. (3-5-ETS1-1) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions.

21 2016 CA Science Framework Appendix 2 Page 21 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Grade Five 5-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, 5-LS1-1. Support an Principle IV: The exchange of argument that plants get matter between natural systems the materials they need human societies affects the for growth chiefly from air long-term functioning of both. water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air water, not from the soil.] Crosscutting Concepts Energy Matter Matter is transported into, out of, within systems. (5-LS1-1) Cause Effect Cause effect relationships are routinely identified, tested, used to explain change. (5- PS1-4) Science Engineering Engaging in Argument from Evidence Support an argument with evidence, data, or a model. (5- LS1-1) As students learn that: LS1.C: Organization for Matter Energy Flow in Organisms Plants acquire their material for growth chiefly from air water. (5-LS1-1) Students should be developing an understing: Principle IV Concept a: that the effects of human activities on natural systems are directly related to the quantities of resources consumed to the quantity characteristics of the resulting byproducts. Plants: The Ultimate Energy Resource The Flow of Energy Through Ecosystems Life Death with Decomposers

22 2016 CA Science Framework Appendix 2 Page 22 of 67 5-LS2 Ecosystems: Interactions, Energy, Dynamics Performance Connections Between EP&Cs, 5-LS2-1. Develop a Principle III: Natural systems Plants: The Ultimate Energy model to describe the proceed through cycles that As students learn that: Resource movement of matter humans depend upon, benefit LS2.A: Interdependent Relationships in Ecosystems among plants, animals, from can alter. The food of almost any kind of animal can be traced back to The Flow of Energy Through decomposers, the Principle IV: The exchange of plants; organisms are related in food webs in which some Ecosystems environment. matter between natural systems animals eat plants for food other animals eat the [Clarification Statement: human societies affects the animals that eat plants; some organisms, such as fungi Life Death with Emphasis is on the idea long-term functioning of both. bacteria, break down dead organisms (both plants or plants Decomposers that matter that is not Crosscutting Concepts parts animals) therefore operate as decomposers; food (air, water, Systems System Models decomposition eventually restores (recycles) some materials decomposed materials in A system can be described in back to the soil; organisms can survive only in environments soil) is changed by plants terms of its components in which their particular needs are met; a healthy ecosystem into matter that is food. their interactions. (5-LS2-1) is one in which multiple species of different types are each Examples of systems Energy Matter able to meet their needs in a relatively stable web of life; could include organisms, Matter is transported into, out of, newly introduced species can damage the balance of an ecosystems, the within systems. (5-LS1-1) ecosystem. (5-LS2-1) Earth.] [Assessment LS2.B: Cycles of Matter Energy Transfer in Boundary: Assessment Ecosystems Matter cycles between the air soil does not include among plants, animals, microbes as these organisms molecular explanations.] live die; organisms obtain gases, water, from the environment, release waste matter (gas, liquid, or solid) Science Engineering Developing Using Models Develop a model to describe phenomena. (5-LS2-1) Connections to Nature of Science Science Models, Laws, Mechanisms, Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events. (5-LS2-1) back into the environment. (5-LS2-1) Students should be developing an understing: Principle IV Concept a: that the effects of human activities on natural systems are directly related to the quantities of resources consumed to the quantity characteristics of the resulting byproducts. Principle IV Concept b: that the byproducts of human activity are not readily prevented from entering natural systems may be beneficial, neutral, or detrimental in their effect. Principle III Concept a: that natural systems proceed through cycles processes that are required for their functioning; that human practices can alter the cycles

23 2016 CA Science Framework Appendix 2 Page 23 of 67 processes that operate within natural systems. Principle III Concept c: that human practices can alter the cycles processes that operate within natural systems.

24 2016 CA Science Framework Appendix 2 Page 24 of 67 5-ESS2 Earth s Systems Performance Connections Between EP&Cs, 5-ESS2-1. Develop a Principle III: Natural systems Earth s Water model using an example proceed through cycles that As students discover that: to describe ways the humans depend upon, benefit ESS2.A: Earth Materials Systems Earth s major Changing States: Water, geosphere, biosphere, from can alter. systems are the geosphere, the hydrosphere, the Natural Systems, Human hydrosphere, /or atmosphere, the biosphere, these systems interact in Communities atmosphere interact. multiple ways to affect Earth s surface materials [Clarification Statement: processes, the ocean supports a variety of ecosystems Precipitation, People, the The geosphere, organisms, shapes lforms, influences climate, Natural World hydrosphere (including that winds clouds in the atmosphere interact with the ice), atmosphere, lforms to determine patterns of weather. (5-ESS2-1) Our Water: Sources Uses biosphere are each a Crosscutting Concepts system each system Systems System Models Students should be developing an understing that: is a part of the whole A system can be described in Principle III Concept a: natural systems proceed through Earth System. Examples terms of its components cycles processes that are required for their functioning. could include the their interactions. (5-LS2-1) influence of the ocean on Cause Effect Principle III Concept b: human practices depend upon ecosystems, lform Cause effect relationships benefit from the cycles processes that operate within shape, climate; the are routinely identified, tested, natural systems. influence of the used to explain change. (5- atmosphere on lforms PS1-4) Principle III Concept c: human practices can alter the ecosystems through Science Engineering cycles processes that operate within natural systems. weather climate; the influence of mountain Developing Using Models ranges on winds Develop a model using an clouds in the atmosphere. example to describe a scientific The geosphere, principle. (5-ESS2-1) hydrosphere, Using Mathematics atmosphere, Computational Thinking biosphere are each a Describe graph quantities system.] [Assessment such as area volume to Boundary: Assessment is address scientific questions. (5- limited to the interactions ESS2-2) of two systems at a time.] 5-ESS2-2. Describe graph the amounts percentages of water fresh water in various

25 2016 CA Science Framework Appendix 2 Page 25 of 67 reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, polar ice caps, does not include the atmosphere.]

26 2016 CA Science Framework Appendix 2 Page 26 of 67 5-ESS3 Earth Human Activity Performance Connections Between EP&Cs, 5-ESS3-1. Obtain Principle II: The long-term Earth s Water combine information functioning health of As students learn that: about ways individual terrestrial, freshwater, coastal ESS3.C: Human Impacts on Earth Systems Human Changing States: Water, communities use science marine ecosystems are influenced activities in agriculture, industry, everyday life have had Natural Systems, Human ideas to protect the by their relationships with human major effects on the l, vegetation, streams, ocean, air, Communities Earth s resources societies. even outer space, but individuals communities are environment. doing things to help protect Earth s resources Crosscutting Concepts Systems System Models A system can be described in terms of its components their interactions. (5-ESS3-1) Connections to Nature of Science Science Addresses Questions About the Natural Material World Science findings are limited to questions that can be answered with empirical evidence. (5- ESS3-1) Science Engineering Obtaining, Evaluating, Communicating Information Obtain combine information from books /or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1) environments. (5-ESS3-1) Students should be developing an understing: Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. Principle II Concept b: that methods used to extract, harvest, transport consume natural resources influence the geographic extent, composition, biological diversity, viability of natural systems. Principle II Concept c: that the expansion operation of human communities influences the geographic extent, composition, biological diversity, viability of natural systems. Precipitation, People, the Natural World Our Water: Sources Uses Life Death with Decomposers

27 2016 CA Science Framework Appendix 2 Page 27 of 67 5-PS3 Energy Performance Connections Between EP&Cs, 5-PS3-1. Use models to Principle II: The long-term Plants: The Ultimate Energy describe that energy in functioning health of As students recognize that: Resource animals food (used for terrestrial, freshwater, coastal PS3.D: Energy in Chemical Processes Everyday Life body repair, growth, marine ecosystems are influenced The energy released [from] food was once energy from the The Flow of Energy Through motion, to maintain by their relationships with human sun that was captured by plants in the chemical process that Ecosystems body warmth) was once societies. energy from the sun. forms plant matter (from air water). (5-PS3-1) b [Clarification Statement: Secondary DCI(s) Examples of models LS1.C: Organization for Matter Energy Flow in could include diagrams, Organisms Food provides animals with the materials they flow charts.] need for body repair growth the energy they need to maintain body warmth for motion. (secondary to 5-PS3- Crosscutting Concepts Energy Matter Energy can be transferred in various ways between objects. (5-PS3-1) Science Engineering Developing Using Models Use models to describe phenomena. (5-PS3-1) 1) Students should be developing an understing: Principle II Concept a: that direct indirect changes to natural systems due to the growth of human populations their consumption rates influence the geographic extent, composition, biological diversity, viability of natural systems. Principle I Concept a: the goods produced by natural systems are essential to human life to the functioning of our economies cultures. Principle I Concept b: the ecosystem services provided by natural systems are essential to human life to the functioning of our economies cultures.

28 2016 CA Science Framework Appendix 2 Page 28 of ETS1 Engineering Design Performance Connections Between EP&Cs, 3-5-ETS1-2. Generate Principle V: Decisions affecting Earth s Water compare multiple resources natural systems possible solutions to a are based on a wide range of Changing States: Water, problem based on how considerations decisionmaking Natural Systems, Human well each is likely to meet processes. Communities the criteria constraints of the Precipitation, People, the problem. Natural World Crosscutting Concepts Connections to Engineering, Technology, Applications of Science Influence of Engineering, Technology, Science on Society the Natural World People s needs wants change over time, as do their dems for new improved technologies. (3-5-ETS1-1) Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, meet societal dems. (3-5-ETS-2) Science Engineering Constructing Explanations Designing Solutions Generate compare multiple solutions to a problem based on how well they meet the criteria constraints of the design problem. (3-5-ETS1-2) As students recognize that: ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria the constraints. (3-5-ETS1-3) ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) b ETS1.B At whatever stage, communicating with peers about proposed solutions is an important part of the design process, shared ideas can lead to improved designs.. (3-5-ETS1-2) Students should be developing an understing of: Principle V Concept a: the spectrum of what is considered in making decisions about resources natural systems how those factors influence decisions. Our Water: Sources Uses

29 2016 CA Science Framework Appendix 2 Page 29 of 67 Appropriate Alignments among Environmental Principles Concepts (EP&Cs) CA NGSS: Grade Six, Seven & Eight MS-LS1 From Molecules to Organisms: Structures Processes Performance Connections Between EP&Cs, MS-LS1-4. Use argument Principle II: The long-term based on empirical functioning health of evidence scientific terrestrial, freshwater, coastal reasoning to support an marine ecosystems are influenced explanation for how by their relationships with human characteristic animal societies. behaviors specialized Principle IV: The exchange of plant structures affect the matter between natural systems probability of successful human societies affects the reproduction of animals long-term functioning of both. plants respectively. Crosscutting Concepts [Clarification Statement: Cause Effect Examples of behaviors Phenomena may have more that affect the probability than one cause, some of animal reproduction cause effect relationships in could include nest systems can only be described building to protect young using probability. (MS-LS1-4), from cold, herding of (MS-LS1-5) animals to protect young Systems System Models from predators, Systems may interact with other vocalization of animals systems; they may have subsystems be a part of larger colorful plumage to attract mates for complex systems. (MS-LS1-3) breeding. Examples of Energy Matter animal behaviors that Within a natural system, the affect the probability of transfer of energy drives the plant reproduction could motion /or cycling of matter. include transferring pollen (MS-LS1-6) or seeds;, creating conditions for seed germination growth. Examples of plant structures could include bright flowers attracting As students learn that: LS1.B: Growth Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4) LS1.B: Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5) LS1.C: Organization for Matter Energy Flow in Organisms Plants, algae (including phytoplankton), many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6) b LS1.C: Within individual organisms, food moves through a series of chemical reactions in which it is broken down rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7) Secondary DCI(s) PS3.D: Energy in Chemical Processes Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide water combine to form carbon-based organic molecules release oxygen. (secondary to MS-LS1-6) Energy: Pass It On! Shaping Natural Systems through Evolution Responding to Environmental Change