K-ESS2-2 Earth's Systems

K-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

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 expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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).

Disciplinary Core Ideas

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

4.ESS2.E ; 5.ESS2.A

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)

K-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

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 expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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).

Disciplinary Core Ideas

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

4.ESS2.E ; 5.ESS2.A

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)

K-ESS2-2   Earth's Systems

Students who demonstrate understanding can:

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 expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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).

Disciplinary Core Ideas

ESS2.E: Biogeology

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in kindergarten: N/A

Articulation of DCIs across grade-levels:

4.ESS2.E ; 5.ESS2.A

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)

* 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.