K-ESS2 Earth's Systems

K-ESS2   Earth's Systems

Students who demonstrate understanding can:

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS2-2. 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.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Engaging in Argument from Evidence

Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (K-ESS2-1)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (K-ESS2-1); 3.ESS2.D (K-ESS2-1); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 5.ESS2.A (K-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
R.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
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. (K-ESS2-2)
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. (K-ESS2-2)
W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1)
K.CC.A Know number names and the count sequence. (K-ESS2-1)
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

K-ESS2   Earth's Systems

Students who demonstrate understanding can:

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS2-2. 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.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Engaging in Argument from Evidence

Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (K-ESS2-1)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (K-ESS2-1); 3.ESS2.D (K-ESS2-1); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 5.ESS2.A (K-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
R.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
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. (K-ESS2-2)
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. (K-ESS2-2)
W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1)
K.CC.A Know number names and the count sequence. (K-ESS2-1)
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

K-ESS2   Earth's Systems

Students who demonstrate understanding can:

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS2-2. 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.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Engaging in Argument from Evidence

Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (K-ESS2-1)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

2.ESS2.A (K-ESS2-1); 3.ESS2.D (K-ESS2-1); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 5.ESS2.A (K-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
R.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
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. (K-ESS2-2)
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. (K-ESS2-2)
W.K.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1)
K.CC.A Know number names and the count sequence. (K-ESS2-1)
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.