K-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
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-ESS3-2. 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.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and Interpreting Data

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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

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

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientists use different ways to study the world. (K-PS3-1)

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

PS3.B: Conservation of Energy and Energy Transfer

ESS2.D: Weather and Climate

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Patterns

Cause and Effect

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

        Connections to Engineering,Technology,

                     a nd Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A (K-PS3-2),(K-ESS3-2); K.ETS1.B (K-PS3-2)

Articulation of DCIs across grade-levels:

1.PS4.B (K-PS3-1),(K-PS3-2); 2.ESS1.C (K-ESS3-2); 2.ESS2.A (K-ESS2-1); 2.ETS1.B (K-PS3-2); 3.ESS2.D (K-ESS2-1),(K-PS3-1); 3.ESS3.B (K-ESS3-2); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 4.ESS3.B (K-ESS3-2); 4.ETS1.A (K-PS3-2)

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3- 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-PS3-1),(K-PS3-2),(K-ESS2-1)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)
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.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K- PS3-1),(K-PS3-2)
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-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
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-ESS3-2. 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.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and Interpreting Data

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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

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

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientists use different ways to study the world. (K-PS3-1)

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

PS3.B: Conservation of Energy and Energy Transfer

ESS2.D: Weather and Climate

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Patterns

Cause and Effect

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

        Connections to Engineering,Technology,

                     a nd Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A (K-PS3-2),(K-ESS3-2); K.ETS1.B (K-PS3-2)

Articulation of DCIs across grade-levels:

1.PS4.B (K-PS3-1),(K-PS3-2); 2.ESS1.C (K-ESS3-2); 2.ESS2.A (K-ESS2-1); 2.ETS1.B (K-PS3-2); 3.ESS2.D (K-ESS2-1),(K-PS3-1); 3.ESS3.B (K-ESS3-2); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 4.ESS3.B (K-ESS3-2); 4.ETS1.A (K-PS3-2)

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3- 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-PS3-1),(K-PS3-2),(K-ESS2-1)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)
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.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K- PS3-1),(K-PS3-2)
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-ESS3   Earth and Human Activity

Students who demonstrate understanding can:

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
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-ESS3-2. 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.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Analyzing and Interpreting Data

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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

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

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientists use different ways to study the world. (K-PS3-1)

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

PS3.B: Conservation of Energy and Energy Transfer

ESS2.D: Weather and Climate

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Patterns

Cause and Effect

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

        Connections to Engineering,Technology,

                     a nd Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A (K-PS3-2),(K-ESS3-2); K.ETS1.B (K-PS3-2)

Articulation of DCIs across grade-levels:

1.PS4.B (K-PS3-1),(K-PS3-2); 2.ESS1.C (K-ESS3-2); 2.ESS2.A (K-ESS2-1); 2.ETS1.B (K-PS3-2); 3.ESS2.D (K-ESS2-1),(K-PS3-1); 3.ESS3.B (K-ESS3-2); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 4.ESS3.B (K-ESS3-2); 4.ETS1.A (K-PS3-2)

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3- 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-PS3-1),(K-PS3-2),(K-ESS2-1)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1),(K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)
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.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K- PS3-1),(K-PS3-2)
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.

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