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Appendix 1Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
2016 Science FrameworkFOR CALIFORNIA PUBLIC SCHOOLSKindergarten Through Grade Twelve
Adopted by the California State Board of Education November 2016
Published by the California Department of Education Sacramento, 2018
To view the remaining sections of the 2016 California Science Framework on the CDE website, go to: https://www.cde.ca.gov/ci/sc/cf/cascienceframework2016.asp
Items in this document that relate to crosscutting concepts
are highlighted in green and followed by the abbreviation
CCC in brackets, [CCC] , with a number corresponding to the
concept. The same items that correspond to the science and
engineering practices are highlighted in blue and followed
by the abbreviation SEP in brackets, [SEP] , with a number
corresponding to the practice.
The Web links in this document have been replaced with
links that redirect the reader to a California Department
of Education (CDE) Web page containing the actual Web
addresses and short descriptions. Here the reader can access
the Web page referenced in the text. This approach allows
CDE to ensure the links remain current.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1APPENDIX
1577Appendix 12016 California Science Framework
1. A
SK
ING
QU
ES
TIO
NS
(FO
R S
CIE
NC
E)
AN
D D
EFI
NIN
G P
RO
BLE
MS
(FO
R E
NG
INE
ER
ING
)
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Aski
ng q
uest
ions
and
de
finin
g pr
oble
ms
in K
–2
build
s on
prio
r ex
perie
nces
an
d pr
ogre
sses
to
sim
ple
desc
riptiv
e qu
estio
ns t
hat
can
be t
este
d.
• As
k qu
estio
ns b
ased
on
obs
erva
tions
to
find
mor
e in
form
atio
n ab
out
the
natu
ral a
nd/o
r de
sign
ed w
orld
(s).
•
Ask
and/
or id
entif
y qu
estio
ns t
hat
can
be a
nsw
ered
by
an
inve
stig
atio
n.
• D
efine
a s
impl
e pr
oble
m
that
can
be
solv
ed
thro
ugh
the
deve
lopm
ent
of a
new
or
impr
oved
ob
ject
or
tool
.
Aski
ng q
uest
ions
and
def
in-
ing
prob
lem
s in
3–5
bui
lds
on K
–2 e
xper
ienc
es a
nd
prog
ress
es t
o sp
ecify
ing
qual
itativ
e re
latio
nshi
ps.
• As
k qu
estio
ns a
bout
w
hat
wou
ld h
appe
n if
a va
riabl
e w
ere
chan
ged.
•
Iden
tify
scie
ntifi
c (t
esta
ble)
and
non
-sc
ient
ific
(non
-tes
tabl
e)
ques
tions
. •
Ask
ques
tions
tha
t ca
n be
in
vest
igat
ed a
nd p
redi
ct
reas
onab
le o
utco
mes
ba
sed
on p
atte
rns
such
as
cau
se-a
nd-e
ffect
re
latio
nshi
ps.
• U
se p
rior
know
ledg
e to
de
scrib
e pr
oble
ms
that
ca
n be
sol
ved.
•
Defi
ne a
sim
ple
desi
gn
prob
lem
tha
t ca
n be
so
lved
thr
ough
the
de
velo
pmen
t of
an
obje
ct,
tool
, pro
cess
, or
syst
em
and
incl
udes
sev
eral
cr
iteria
for
succ
ess
and
cons
trai
nts
on m
ater
ials
, tim
e, o
r co
st.
Aski
ng q
uest
ions
and
def
inin
g pr
ob-
lem
s in
6–8
bui
lds
on K
–5 e
xper
ienc
es
and
prog
ress
es t
o sp
ecify
ing
rela
tion-
ship
s be
twee
n va
riabl
es a
nd c
larif
ying
ar
gum
ents
and
mod
els.
• As
k qu
estio
ns:
°th
at a
rise
from
car
eful
obs
erva
tion
of p
heno
men
a, m
odel
s, o
r un
expe
cted
res
ults
, to
clar
ify a
nd/
or s
eek
addi
tiona
l inf
orm
atio
n;
°to
iden
tify
and/
or c
larif
y ev
iden
ce
and/
or t
he p
rem
ise(
s) o
f an
ar
gum
ent;
°to
det
erm
ine
rela
tions
hips
bet
wee
n in
depe
nden
t an
d de
pend
ent
varia
bles
and
rel
atio
nshi
ps in
m
odel
s; °to
cla
rify
and/
or r
efin
e a
mod
el,
an e
xpla
natio
n, o
r an
eng
inee
ring
prob
lem
; °th
at r
equi
re s
uffic
ient
and
ap
prop
riate
em
piric
al e
vide
nce
to
answ
er;
°th
at c
an b
e in
vest
igat
ed w
ithin
the
sc
ope
of t
he c
lass
room
, out
door
en
viro
nmen
t, a
nd m
useu
ms
and
othe
r pu
blic
faci
litie
s w
ith a
vaila
ble
reso
urce
s an
d, w
hen
appr
opria
te,
fram
e a
hypo
thes
is b
ased
on
obse
rvat
ions
and
sci
entif
ic
prin
cipl
es;
Aski
ng q
uest
ions
and
def
inin
g pr
oble
ms
in 9
–12
build
s on
K–8
ex
perie
nces
and
pro
gres
ses
to fo
r-m
ulat
ing,
ref
inin
g, a
nd e
valu
atin
g em
piric
ally
tes
tabl
e qu
estio
ns a
nd
desi
gn p
robl
ems
usin
g m
odel
s an
d si
mul
atio
ns.
• As
k qu
estio
ns:
°th
at a
rise
from
car
eful
obs
erva
tion
of p
heno
men
a, o
r un
expe
cted
re
sults
, to
clar
ify a
nd/o
r se
ek
addi
tiona
l inf
orm
atio
n;
°th
at a
rise
from
exa
min
ing
mod
els
or a
the
ory,
to
clar
ify a
nd/o
r se
ek a
dditi
onal
info
rmat
ion
and
rela
tions
hips
; °to
det
erm
ine
rela
tions
hips
, in
clud
ing
quan
titat
ive
rela
tions
hips
, bet
wee
n in
depe
nden
t an
d de
pend
ent
varia
bles
; °to
cla
rify
and
refin
e a
mod
el, a
n ex
plan
atio
n, o
r an
eng
inee
ring
prob
lem
.•
Eval
uate
a q
uest
ion
to d
eter
min
e if
it is
tes
tabl
e an
d re
leva
nt.
• As
k qu
estio
ns t
hat
can
be
inve
stig
ated
with
in t
he s
cope
of
the
scho
ol la
bora
tory
, res
earc
h fa
cilit
ies,
or
fiel
d (e
.g.,
outd
oor
envi
ronm
ent)
w
ith a
vaila
ble
reso
urce
s an
d, w
hen
appr
opria
te, f
ram
e a
hypo
thes
is
base
d on
a m
odel
or
theo
ry.
Progression of Science and Engineering Practices in Grades K–12 Adapted from the NGSS Appendix F by the California Science Project.
1578
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
1. A
SK
ING
QU
ES
TIO
NS
(FO
R S
CIE
NC
E)
AN
D D
EFI
NIN
G P
RO
BLE
MS
(FO
R E
NG
INE
ER
ING
)
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
kbl
ank
° th
at c
halle
nge
the
prem
ise(
s) o
f an
ar
gum
ent
or t
he in
terp
reta
tion
of a
da
ta s
et.
• D
efine
a d
esig
n pr
oble
m t
hat
can
be
solv
ed t
hrou
gh t
he d
evel
opm
ent
of
an o
bjec
t, t
ool,
proc
ess
or s
yste
m
and
incl
udes
mul
tiple
crit
eria
and
co
nstr
aint
s, in
clud
ing
scie
ntifi
c kn
owle
dge
that
may
lim
it po
ssib
le
solu
tions
.
• As
k an
d/or
eva
luat
e qu
estio
ns t
hat
chal
leng
e th
e pr
emis
e(s)
of
an
argu
men
t, t
he in
terp
reta
tion
of a
dat
a se
t, o
r th
e su
itabi
lity
of a
des
ign.
•
Defi
ne a
des
ign
prob
lem
tha
t in
volv
es
the
deve
lopm
ent
of a
pro
cess
or
syst
em
with
inte
ract
ing
com
pone
nts
and
crite
ria a
nd c
onst
rain
ts t
hat
may
incl
ude
soci
al, t
echn
ical
, and
/or
envi
ronm
enta
l co
nsid
erat
ions
.
2. D
EV
ELO
PIN
G A
ND
US
ING
MO
DE
LS
Mod
elin
g in
K–2
bui
lds
on p
rior
expe
rienc
es a
nd
prog
ress
es t
o in
clud
e us
ing
and
deve
lopi
ng
mod
els
(i.e.
, dia
gram
, dr
awin
g, p
hysi
cal r
eplic
a,
dior
ama,
dra
mat
izat
ion,
or
sto
rybo
ard)
tha
t re
p-re
sent
con
cret
e ev
ents
or
desi
gn s
olut
ions
. •
Dis
tingu
ish
betw
een
a m
odel
and
the
act
ual
obje
ct, p
roce
ss, a
nd/
or e
vent
s th
e m
odel
re
pres
ents
. •
Com
pare
mod
els
to id
entif
y co
mm
on
feat
ures
and
di
ffere
nces
.
Mod
elin
g in
3–5
bui
lds
on K
–2
expe
rienc
es a
nd p
rogr
esse
s to
bui
ldin
g an
d re
visi
ng s
im-
ple
mod
els
and
usin
g m
odel
s to
rep
rese
nt e
vent
s an
d de
sign
so
lutio
ns.
• Id
entif
y lim
itatio
ns o
f m
odel
s.
• Co
llabo
rativ
ely
deve
lop
and/
or r
evis
e a
mod
el b
ased
on
evid
ence
tha
t sh
ows
the
rela
tions
hips
am
ong
varia
bles
fo
r fr
eque
nt a
nd r
egul
ar
occu
rrin
g ev
ents
. •
Dev
elop
a m
odel
usi
ng a
n an
alog
y, e
xam
ple,
or
abst
ract
re
pres
enta
tion
to d
escr
ibe
a sc
ient
ific
prin
cipl
e or
des
ign
solu
tion.
Mod
elin
g in
6–8
bui
lds
on K
–5
expe
rienc
es a
nd p
rogr
esse
s to
dev
el-
opin
g, u
sing
, and
rev
isin
g m
odel
s to
des
crib
e, t
est,
and
pre
dict
mor
e ab
stra
ct p
heno
men
a an
d de
sign
sy
stem
s.
• Ev
alua
te li
mita
tions
of
a m
odel
for
a pr
opos
ed o
bjec
t or
too
l. •
Dev
elop
or
mod
ify a
mod
el—
base
d on
evi
denc
e—to
mat
ch w
hat
happ
ens
if a
varia
ble
or c
ompo
nent
of
a s
yste
m is
cha
nged
. •
Use
and
/or
deve
lop
a m
odel
of
sim
ple
syst
ems
with
unc
erta
in a
nd
less
pre
dict
able
fact
ors.
•
Dev
elop
and
/or
revi
se a
mod
el
to s
how
the
rel
atio
nshi
ps a
mon
g va
riabl
es, i
nclu
ding
tho
se t
hat
are
not
obse
rvab
le b
ut p
redi
ct
obse
rvab
le p
heno
men
a.
Mod
elin
g in
9–1
2 bu
ilds
on K
–8 e
xpe-
rienc
es a
nd p
rogr
esse
s to
usi
ng,
synt
hesi
zing
, an
d de
velo
ping
mod
els
to
pred
ict
and
show
rel
atio
nshi
ps a
mon
g va
riabl
es b
etw
een
syst
ems
and
thei
r co
mpo
nent
s in
the
nat
ural
and
des
igne
d w
orld
s.
• Ev
alua
te m
erits
and
lim
itatio
ns o
f tw
o di
ffere
nt m
odel
s of
the
sam
e pr
opos
ed
tool
, pro
cess
, mec
hani
sm o
r sy
stem
in
orde
r to
sel
ect
or r
evis
e a
mod
el t
hat
best
fits
the
evi
denc
e or
des
ign
crite
ria.
• D
esig
n a
test
of
a m
odel
to
asce
rtai
n its
re
liabi
lity.
•
Dev
elop
, rev
ise,
and
/or
use
a m
odel
ba
sed
on e
vide
nce
to il
lust
rate
and
/or
pre
dict
the
rel
atio
nshi
ps b
etw
een
syst
ems
or b
etw
een
com
pone
nts
of a
sy
stem
.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1579Appendix 12016 California Science Framework
2. D
EV
ELO
PIN
G A
ND
US
ING
MO
DE
LS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• D
evel
op a
nd/o
r us
e a
mod
el t
o re
pres
ent
amou
nts,
rel
atio
nshi
ps,
rela
tive
scal
es (
bigg
er,
smal
ler)
, and
/or
patt
erns
in t
he n
atur
al
and
desi
gned
wor
ld(s
).
• D
evel
op a
sim
ple
mod
el
base
d on
evi
denc
e to
re
pres
ent
a pr
opos
ed
obje
ct o
r to
ol.
• D
evel
op a
nd/o
r us
e m
odel
s to
des
crib
e an
d/or
pre
dict
ph
enom
ena.
•
Dev
elop
a d
iagr
am o
r si
mpl
e ph
ysic
al p
roto
type
to
conv
ey
a pr
opos
ed o
bjec
t, t
ool,
or
proc
ess.
•
Use
a m
odel
to
test
cau
se
and
effe
ct r
elat
ions
hips
or
inte
ract
ions
con
cern
ing
the
func
tioni
ng o
f a
natu
ral o
r de
sign
ed s
yste
m.
• D
evel
op a
nd/o
r us
e a
mod
el t
o pr
edic
t an
d/or
des
crib
e ph
enom
ena.
•
Dev
elop
a m
odel
to
desc
ribe
unob
serv
able
mec
hani
sms.
•
Dev
elop
and
/or
use
a m
odel
to
gene
rate
dat
a to
tes
t id
eas
abou
t ph
enom
ena
in n
atur
al o
r de
sign
ed
syst
ems,
incl
udin
g th
ose
repr
esen
ting
inpu
ts a
nd o
utpu
ts, a
nd t
hose
at
unob
serv
able
sca
les.
• D
evel
op a
nd/o
r us
e m
ultip
le t
ypes
of
mod
els
to p
rovi
de m
echa
nist
ic a
ccou
nts
and/
or p
redi
ct p
heno
men
a, a
nd m
ove
flexi
bly
betw
een
mod
el t
ypes
bas
ed o
n m
erits
and
lim
itatio
ns.
• D
evel
op a
com
plex
mod
el t
hat
allo
ws
for
man
ipul
atio
n an
d te
stin
g of
a p
ropo
sed
proc
ess
or s
yste
m.
• D
evel
op a
nd/o
r us
e a
mod
el (
incl
udin
g m
athe
mat
ical
and
com
puta
tiona
l) to
ge
nera
te d
ata
to s
uppo
rt e
xpla
natio
ns,
pred
ict
phen
omen
a, a
naly
ze s
yste
ms,
an
d/or
sol
ve p
robl
ems.
3. P
LAN
NIN
G A
ND
CA
RR
YIN
G O
UT
IN
VE
ST
IGA
TIO
NS
Plan
ning
and
car
ryin
g ou
t in
vest
igat
ions
to
answ
er
ques
tions
or
test
sol
u-tio
ns t
o pr
oble
ms
in K
–2
build
s on
prio
r ex
peri-
ence
s an
d pr
ogre
sses
to
sim
ple
inve
stig
atio
ns,
base
d on
fair
test
s, w
hich
pr
ovid
e da
ta t
o su
ppor
t ex
plan
atio
ns o
r de
sign
so
lutio
ns.
• W
ith g
uida
nce,
pl
an a
nd c
ondu
ct
an in
vest
igat
ion
in
colla
bora
tion
with
pee
rs
(for
K).
Plan
ning
and
car
ryin
g ou
t in
vest
igat
ions
to
answ
er q
ues-
tions
or
test
sol
utio
ns t
o pr
oble
ms
in 3
–5 b
uild
s on
K–2
ex
perie
nces
and
pro
gres
ses
to in
clud
e in
vest
igat
ions
tha
t co
ntro
l var
iabl
es a
nd p
rovi
de
evid
ence
to
supp
ort
expl
ana-
tions
or
desi
gn s
olut
ions
. •
Plan
and
con
duct
an
inve
stig
atio
n co
llabo
rativ
ely
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce, u
sing
fa
ir te
sts
in w
hich
var
iabl
es
are
cont
rolle
d an
d th
e nu
mbe
r of
tria
ls c
onsi
dere
d.
Plan
ning
and
car
ryin
g ou
t in
vest
iga-
tions
in 6
–8 b
uild
s on
K–5
exp
erie
nces
an
d pr
ogre
sses
to
incl
ude
inve
stig
a-tio
ns t
hat
use
mul
tiple
var
iabl
es a
nd
prov
ide
evid
ence
to
supp
ort
expl
ana-
tions
or
solu
tions
. •
Plan
an
inve
stig
atio
n in
divi
dual
ly a
nd
colla
bora
tivel
y, a
nd in
the
des
ign:
id
entif
y in
depe
nden
t an
d de
pend
ent
varia
bles
and
con
trol
s, w
hat
tool
s ar
e ne
eded
to
do t
he g
athe
ring,
how
m
easu
rem
ents
will
be
reco
rded
, an
d ho
w m
any
data
are
nee
ded
to
supp
ort
a cl
aim
.
Plan
ning
and
car
ryin
g ou
t in
vest
igat
ions
in
9–1
2 bu
ilds
on K
–8 e
xper
ienc
es a
nd
prog
ress
es t
o in
clud
e in
vest
igat
ions
tha
t pr
ovid
e ev
iden
ce fo
r an
d te
st c
once
p-tu
al, m
athe
mat
ical
, phy
sica
l, an
d em
piric
al
mod
els.
•
Plan
an
inve
stig
atio
n or
tes
t a
desi
gn
indi
vidu
ally
and
col
labo
rativ
ely
to
prod
uce
data
to
serv
e as
the
bas
is fo
r ev
iden
ce a
s pa
rt o
f bu
ildin
g an
d re
visi
ng
mod
els,
sup
port
ing
expl
anat
ions
for
phen
omen
a, o
r te
stin
g so
lutio
ns t
o pr
oble
ms.
Con
side
r po
ssib
le c
onfo
undi
ng
varia
bles
or
effe
cts
and
eval
uate
the
in
vest
igat
ion’
s de
sign
to
ensu
re v
aria
bles
ar
e co
ntro
lled.
1580
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
3. P
LAN
NIN
G A
ND
CA
RR
YIN
G O
UT
IN
VE
ST
IGA
TIO
NS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Pl
an a
nd c
ondu
ct a
n in
vest
igat
ion
colla
bora
tivel
y to
pro
duce
dat
a to
ser
ve
as t
he b
asis
for
evid
ence
to
answ
er a
que
stio
n.
• Ev
alua
te d
iffer
ent
way
s of
ob
serv
ing
and/
or m
easu
ring
a ph
enom
enon
to
dete
rmin
e w
hich
way
can
ans
wer
a
ques
tion.
•
Mak
e ob
serv
atio
ns (
first
hand
or
fro
m m
edia
) an
d/or
m
easu
rem
ents
to
colle
ct d
ata
that
can
be
used
to
mak
e co
mpa
rison
s.
• M
ake
obse
rvat
ions
(fir
stha
nd
or fr
om m
edia
) an
d/or
m
easu
rem
ents
of a
pro
pose
d ob
ject
or
tool
or
solu
tion
to d
eter
min
e if
it so
lves
a
prob
lem
or
mee
ts a
goa
l.•
Mak
e pr
edic
tions
bas
ed o
n pr
ior
expe
rienc
es.
• Ev
alua
te a
ppro
pria
te
met
hods
and
/or
tool
s fo
r co
llect
ing
data
. •
Mak
e ob
serv
atio
ns a
nd/
or m
easu
rem
ents
to
prod
uce
data
to
serv
e as
the
bas
is fo
r ev
iden
ce
for
an e
xpla
natio
n of
a
phen
omen
on o
r te
st a
de
sign
sol
utio
n.
• M
ake
pred
ictio
ns a
bout
w
hat
wou
ld h
appe
n if
a va
riabl
e ch
ange
s.
• Te
st t
wo
diffe
rent
mod
els
of t
he s
ame
prop
osed
ob
ject
, too
l, or
pro
cess
to
dete
rmin
e w
hich
bet
ter
mee
ts c
riter
ia fo
r su
cces
s.
• Co
nduc
t an
inve
stig
atio
n an
d/or
eva
luat
e an
d/or
re
vise
the
exp
erim
enta
l de
sign
to
prod
uce
data
to
ser
ve a
s th
e ba
sis
for
evid
ence
tha
t m
eet
the
goal
s of
the
inve
stig
atio
n.
• Ev
alua
te t
he a
ccur
acy
of v
ario
us m
etho
ds fo
r co
llect
ing
data
.•
Colle
ct d
ata
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce t
o an
swer
sci
entifi
c qu
estio
ns o
r te
st d
esig
n so
lutio
ns u
nder
a r
ange
of
cond
ition
s.•
Colle
ct d
ata
abou
t th
e pe
rfor
man
ce o
f a
prop
osed
ob
ject
, too
l, pr
oces
s or
sy
stem
und
er a
ran
ge o
f co
nditi
ons.
• Pl
an a
nd c
ondu
ct a
n in
vest
igat
ion
indi
vidu
ally
an
d co
llabo
rativ
ely
to p
rodu
ce d
ata
to
serv
e as
the
bas
is fo
r ev
iden
ce, a
nd in
the
de
sign
: de
cide
on
type
s, h
ow m
uch,
and
ac
cura
cy o
f da
ta n
eede
d to
pro
duce
rel
iabl
e m
easu
rem
ents
and
con
side
r lim
itatio
ns o
n th
e pr
ecis
ion
of t
he d
ata
(e.g
., nu
mbe
r of
tr
ials
, cos
t, r
isk,
tim
e), a
nd r
efine
the
des
ign
acco
rdin
gly.
•
Plan
and
con
duct
an
inve
stig
atio
n or
tes
t a
desi
gn s
olut
ion
in a
saf
e an
d et
hica
l man
ner
incl
udin
g co
nsid
erat
ions
of
envi
ronm
enta
l, so
cial
, and
per
sona
l im
pact
s.
• Se
lect
app
ropr
iate
too
ls t
o co
llect
, rec
ord,
an
alyz
e, a
nd e
valu
ate
data
. •
Mak
e di
rect
iona
l hyp
othe
ses
that
spe
cify
w
hat
happ
ens
to a
dep
ende
nt v
aria
ble
whe
n an
inde
pend
ent
varia
ble
is m
anip
ulat
ed.
• M
anip
ulat
e va
riabl
es a
nd c
olle
ct d
ata
abou
t a
com
plex
mod
el o
f a
prop
osed
pro
cess
or
syst
em t
o id
entif
y fa
ilure
poi
nts
or im
prov
e pe
rfor
man
ce r
elat
ive
to c
riter
ia fo
r su
cces
s or
ot
her
varia
bles
.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1581Appendix 12016 California Science Framework
4. A
NA
LYZ
ING
AN
D I
NT
ER
PR
ET
ING
DA
TA
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Anal
yzin
g da
ta in
K–2
bu
ilds
on p
rior
expe
ri-en
ces
and
prog
ress
es
to c
olle
ctin
g, r
ecor
d-in
g, a
nd s
harin
g ob
serv
atio
ns.
• Re
cord
info
rmat
ion
(obs
erva
tions
, th
ough
ts, a
nd id
eas)
. •
Use
and
sha
re
pict
ures
, dra
win
gs,
and/
or w
ritin
gs o
f ob
serv
atio
ns.
• U
se o
bser
vatio
ns
(firs
than
d or
fro
m
med
ia)
to d
escr
ibe
patt
erns
and
/or
rela
tions
hips
in t
he
natu
ral a
nd d
esig
ned
wor
ld(s
) in
ord
er
to a
nsw
er s
cien
tific
ques
tions
and
sol
ve
prob
lem
s.
• Co
mpa
re p
redi
ctio
ns
(bas
ed o
n pr
ior
expe
rienc
es)
to w
hat
occu
rred
(ob
serv
able
ev
ents
).
• An
alyz
e da
ta fro
m
test
s of
an
obje
ct o
r to
ol t
o de
term
ine
if it
wor
ks a
s in
tend
ed.
Anal
yzin
g da
ta in
3–5
bu
ilds
on K
–2 e
xper
ienc
es
and
prog
ress
es t
o in
trod
uc-
ing
quan
titat
ive
appr
oach
es
to c
olle
ctin
g da
ta a
nd c
on-
duct
ing
mul
tiple
tria
ls o
f qu
alita
tive
obse
rvat
ions
. W
hen
poss
ible
and
feas
i-bl
e, d
igita
l too
ls s
houl
d be
us
ed.
• Re
pres
ent
data
in t
able
s an
d/or
var
ious
gra
phic
al
disp
lays
(ba
r gr
aphs
, pi
ctog
raph
s an
d/or
pie
ch
arts
) to
rev
eal p
atte
rns
that
indi
cate
rel
atio
nshi
ps.
• An
alyz
e an
d in
terp
ret
data
to
mak
e se
nse
of
phen
omen
a, u
sing
logi
cal
reas
onin
g, m
athe
mat
ics,
an
d/or
com
puta
tion.
•
Com
pare
and
con
tras
t da
ta c
olle
cted
by
diffe
rent
gro
ups
in o
rder
to
dis
cuss
sim
ilarit
ies
and
diffe
renc
es in
the
ir fin
ding
s.
• An
alyz
e da
ta t
o re
fine
a pr
oble
m s
tate
men
t or
th
e de
sign
of
a pr
opos
ed
obje
ct, t
ool,
or p
roce
ss.
• U
se d
ata
to e
valu
ate
and
refin
e de
sign
sol
utio
ns.
Anal
yzin
g da
ta in
6–8
bui
lds
on K
–5 e
xpe-
rienc
es a
nd p
rogr
esse
s to
ext
endi
ng
quan
titat
ive
anal
ysis
to
inve
stig
atio
ns,
dist
ingu
ishi
ng b
etw
een
corr
elat
ion
and
caus
atio
n, a
nd b
asic
sta
tistic
al t
echn
ique
s of
dat
a an
d er
ror
anal
ysis
. •
Cons
truc
t, a
naly
ze, a
nd/o
r in
terp
ret
grap
hica
l dis
play
s of
dat
a an
d/or
larg
e da
ta s
ets
to id
entif
y lin
ear
and
nonl
inea
r re
latio
nshi
ps.
• U
se g
raph
ical
dis
play
s (e
.g.,
map
s,
char
ts, g
raph
s, a
nd/o
r ta
bles
) of
larg
e da
ta s
ets
to id
entif
y te
mpo
ral a
nd s
patia
l re
latio
nshi
ps.
• D
istin
guis
h be
twee
n ca
usal
and
co
rrel
atio
nal r
elat
ions
hips
in d
ata.
•
Anal
yze
and
inte
rpre
t da
ta t
o pr
ovid
e ev
iden
ce fo
r ph
enom
ena.
•
Appl
y co
ncep
ts o
f sta
tistic
s an
d pr
obab
ility
(in
clud
ing
mea
n, m
edia
n, m
ode,
and
va
riabi
lity)
to
anal
yze
and
char
acte
rize
data
, usi
ng d
igita
l too
ls w
hen
feas
ible
. •
Cons
ider
lim
itatio
ns o
f da
ta a
naly
sis
(e.g
., m
easu
rem
ent
erro
r), a
nd/o
r se
ek
to im
prov
e pr
ecis
ion
and
accu
racy
of
data
with
bet
ter
tech
nolo
gica
l too
ls a
nd
met
hods
(e.
g., m
ultip
le t
rials
).
• An
alyz
e an
d in
terp
ret
data
to
dete
rmin
e si
mila
ritie
s an
d di
ffere
nces
in fi
ndin
gs.
• An
alyz
e da
ta t
o de
fine
an o
ptim
al
oper
atio
nal r
ange
for
a pr
opos
ed o
bjec
t,
tool
, pro
cess
or
syst
em t
hat
best
mee
ts
crite
ria fo
r su
cces
s.
Anal
yzin
g da
ta in
9–1
2 bu
ilds
on K
–8
expe
rienc
es a
nd p
rogr
esse
s to
intr
oduc
-in
g m
ore
deta
iled
stat
istic
al a
naly
sis,
the
co
mpa
rison
of
data
set
s fo
r co
nsis
tenc
y,
and
the
use
of m
odel
s to
gen
erat
e an
d an
alyz
e da
ta.
• An
alyz
e da
ta u
sing
too
ls, t
echn
olog
ies,
an
d/or
mod
els
(e.g
., co
mpu
tatio
nal,
mat
hem
atic
al)
in o
rder
to
mak
e va
lid a
nd r
elia
ble
scie
ntifi
c cl
aim
s or
de
term
ine
an o
ptim
al d
esig
n so
lutio
n.
• Ap
ply
conc
epts
of
stat
istic
s an
d pr
obab
ility
(in
clud
ing
dete
rmin
ing
func
tion
fits
to d
ata,
slo
pe, i
nter
cept
, an
d co
rrel
atio
n co
effic
ient
for
linea
r fit
s) t
o sc
ienc
e an
d en
gine
erin
g qu
estio
ns a
nd p
robl
ems,
usi
ng d
igita
l to
ols
whe
n fe
asib
le.
• Co
nsid
er li
mita
tions
of
data
ana
lysi
s (e
.g.,
mea
sure
men
t er
ror,
sam
ple
sele
ctio
n) w
hen
anal
yzin
g an
d in
terp
retin
g da
ta.
• Co
mpa
re a
nd c
ontr
ast
vario
us t
ypes
of
dat
a se
ts (
e.g.
, sel
f-ge
nera
ted,
ar
chiv
al)
to e
xam
ine
cons
iste
ncy
of
mea
sure
men
ts a
nd o
bser
vatio
ns.
• Ev
alua
te t
he im
pact
of
new
dat
a on
a
wor
king
exp
lana
tion
and/
or m
odel
of
a pr
opos
ed p
roce
ss o
r sy
stem
. •
Anal
yze
data
to
iden
tify
desi
gn fe
atur
es
or c
hara
cter
istic
s of
the
com
pone
nts
of a
pr
opos
ed p
roce
ss o
r sy
stem
to
optim
ize
it re
lativ
e to
crit
eria
for
succ
ess.
1582
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
5. U
SIN
G M
AT
HE
MA
TIC
S A
ND
CO
MP
UT
AT
ION
AL
TH
INK
ING
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Mat
hem
atic
al a
nd c
ompu
ta-
tiona
l thi
nkin
g in
K 2
bui
lds
on p
rior
expe
rienc
e an
d pr
o-gr
esse
s to
rec
ogni
zing
tha
t m
athe
mat
ics
can
be u
sed
to d
escr
ibe
the
natu
ral a
nd
desi
gned
wor
ld(s
).
• D
ecid
e w
hen
to u
se
qual
itativ
e ve
rsus
qu
antit
ativ
e da
ta.
• U
se c
ount
ing
and
num
bers
to
iden
tify
and
desc
ribe
patt
erns
in t
he n
atur
al a
nd
desi
gned
wor
ld(s
).
• D
escr
ibe,
mea
sure
, and
/or
com
pare
qua
ntita
tive
attr
ibut
es o
f di
ffere
nt
obje
cts
and
disp
lay
the
data
usi
ng s
impl
e gr
aphs
. •
Use
qua
ntita
tive
data
to
com
pare
tw
o al
tern
ativ
e so
lutio
ns t
o a
prob
lem
.
Mat
hem
atic
al a
nd c
om-
puta
tiona
l thi
nkin
g in
3–5
bu
ilds
on K
–2 e
xper
ienc
es
and
prog
ress
es t
o ex
tend
ing
quan
titat
ive
mea
sure
men
ts
to a
var
iety
of
phys
ical
pro
p-er
ties
and
usin
g co
mpu
tatio
n an
d m
athe
mat
ics
to a
naly
ze
data
and
com
pare
alte
rna-
tive
desi
gn s
olut
ions
. •
Dec
ide
if qu
alita
tive
or
quan
titat
ive
data
are
bes
t to
det
erm
ine
whe
ther
a
prop
osed
obj
ect
or t
ool
mee
ts c
riter
ia fo
r su
cces
s.
• O
rgan
ize
sim
ple
data
set
s to
rev
eal p
atte
rns
that
su
gges
t re
latio
nshi
ps.
• D
escr
ibe,
mea
sure
, es
timat
e, a
nd/o
r gr
aph
quan
titie
s (e
.g.,
area
, vo
lum
e, w
eigh
t, t
ime)
to
add
ress
sci
ence
and
en
gine
erin
g qu
estio
ns a
nd
prob
lem
s.
• Cr
eate
and
/or
use
grap
hs
and/
or c
hart
s ge
nera
ted
from
sim
ple
algo
rithm
s to
com
pare
alte
rnat
ive
solu
tions
to
an e
ngin
eerin
g pr
oble
m.
Mat
hem
atic
al a
nd c
ompu
tatio
nal
thin
king
in 6
–8 b
uild
s on
K–5
ex
perie
nces
and
pro
gres
ses
to
iden
tifyi
ng p
atte
rns
in la
rge
data
se
ts a
nd u
sing
mat
hem
atic
al c
on-
cept
s to
sup
port
exp
lana
tions
and
ar
gum
ents
. •
Use
dig
ital t
ools
(e.
g., c
ompu
ters
) to
ana
lyze
ver
y la
rge
data
set
s fo
r pa
tter
ns a
nd t
rend
s.
• U
se m
athe
mat
ical
rep
rese
ntat
ions
to
des
crib
e an
d/or
sup
port
sc
ient
ific
conc
lusi
ons
and
desi
gn
solu
tions
. •
Crea
te a
lgor
ithm
s (a
ser
ies
of o
rder
ed s
teps
) to
sol
ve a
pr
oble
m.
• Ap
ply
mat
hem
atic
al c
once
pts
and/
or p
roce
sses
(e.
g., r
atio
, ra
te, p
erce
nt, b
asic
ope
ratio
ns,
sim
ple
alge
bra)
to
scie
ntifi
c an
d en
gine
erin
g qu
estio
ns a
nd
prob
lem
s.
• U
se d
igita
l too
ls a
nd/o
r m
athe
mat
ical
con
cept
s an
d ar
gum
ents
to
test
and
com
pare
pr
opos
ed s
olut
ions
to
an
engi
neer
ing
desi
gn p
robl
em.
Mat
hem
atic
al a
nd c
ompu
tatio
nal t
hink
ing
in
9–12
bui
lds
on K
–8 e
xper
ienc
es a
nd p
ro-
gres
ses
to u
sing
alg
ebra
ic t
hink
ing
and
anal
ysis
, a r
ange
of
linea
r an
d no
nlin
ear
func
tions
incl
udin
g tr
igon
omet
ric fu
nctio
ns,
expo
nent
ials
and
loga
rithm
s, a
nd c
ompu
ta-
tiona
l too
ls fo
r st
atis
tical
ana
lysi
s to
ana
lyze
, re
pres
ent,
and
mod
el d
ata.
Sim
ple
com
pu-
tatio
nal s
imul
atio
ns a
re c
reat
ed a
nd u
sed
base
d on
mat
hem
atic
al m
odel
s of
bas
ic
assu
mpt
ions
. •
Crea
te a
nd/o
r re
vise
a c
ompu
tatio
nal
mod
el o
r si
mul
atio
n of
a p
heno
men
on,
desi
gned
dev
ice,
pro
cess
, or
syst
em.
• U
se m
athe
mat
ical
, com
puta
tiona
l, an
d/or
al
gorit
hmic
rep
rese
ntat
ions
of
phen
omen
a or
des
ign
solu
tions
to
desc
ribe
and/
or
supp
ort
clai
ms
and/
or e
xpla
natio
ns.
• Ap
ply
tech
niqu
es o
f al
gebr
a an
d fu
nctio
ns
to r
epre
sent
and
sol
ve s
cien
ce a
nd
engi
neer
ing
prob
lem
s.
• U
se s
impl
e lim
it ca
ses
to t
est
mat
hem
atic
al
expr
essi
ons,
com
pute
r pr
ogra
ms,
al
gorit
hms,
or
sim
ulat
ions
of
a pr
oces
s or
sy
stem
to
see
if a
mod
el “
mak
es s
ense
” by
com
parin
g th
e ou
tcom
es w
ith w
hat
is
know
n ab
out
the
real
wor
ld.
• Ap
ply
ratio
s, r
ates
, per
cent
ages
, and
uni
t co
nver
sion
s in
the
con
text
of
com
plic
ated
m
easu
rem
ent
prob
lem
s in
volv
ing
quan
titie
s w
ith d
eriv
ed o
r co
mpo
und
units
(s
uch
as m
g/m
L, k
g/m
3 , ac
re-f
eet,
etc
.).
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1583Appendix 12016 California Science Framework
6. C
ON
ST
RU
CT
ING
EX
PLA
NA
TIO
NS
(FO
R S
CIE
NC
E)
AN
D D
ES
IGN
ING
SO
LUT
ION
S (
FOR
EN
GIN
EE
RIN
G)
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Cons
truc
ting
expl
ana-
tions
and
des
igni
ng
solu
tions
in K
–2 b
uild
s on
prio
r ex
perie
nces
and
pr
ogre
sses
to
the
use
of
evid
ence
and
idea
s in
co
nstr
uctin
g ev
iden
ce-
base
d ac
coun
ts o
f na
tura
l phe
nom
ena
and
desi
gnin
g so
lutio
ns.
• M
ake
obse
rvat
ions
(fi
rsth
and
or fro
m
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral
phen
omen
a.
• U
se t
ools
and
/or
mat
eria
ls t
o de
sign
an
d/or
bui
ld a
dev
ice
that
sol
ves
a sp
ecifi
c pr
oble
m o
r a
solu
tion
to a
spe
cific
pro
blem
. •
Gen
erat
e an
d/or
co
mpa
re m
ultip
le
solu
tions
to
a pr
oble
m.
Cons
truc
ting
expl
anat
ions
an
d de
sign
ing
solu
tions
in
3–5
build
s on
K–2
exp
e-rie
nces
and
pro
gres
ses
to t
he u
se o
f ev
iden
ce
in c
onst
ruct
ing
expl
ana-
tions
tha
t sp
ecify
var
iabl
es
that
des
crib
e an
d pr
edic
t ph
enom
ena
and
in d
esig
n-in
g m
ultip
le s
olut
ions
to
desi
gn p
robl
ems.
•
Cons
truc
t an
exp
lana
tion
of o
bser
ved
rela
tions
hips
(e
.g.,
the
dist
ribut
ion
of
plan
ts in
the
bac
k ya
rd).
•
Use
evi
denc
e (e
.g.,
mea
sure
men
ts,
obse
rvat
ions
, pat
tern
s)
to c
onst
ruct
or
supp
ort
an e
xpla
natio
n or
des
ign
a so
lutio
n to
a p
robl
em.
• Id
entif
y th
e ev
iden
ce
that
sup
port
s pa
rtic
ular
po
ints
in a
n ex
plan
atio
n.
• Ap
ply
scie
ntifi
c id
eas
to
solv
e de
sign
pro
blem
s.
• G
ener
ate
and
com
pare
m
ultip
le s
olut
ions
to
a pr
oble
m b
ased
on
how
wel
l the
y m
eet
the
crite
ria a
nd c
onst
rain
ts
of t
he d
esig
n so
lutio
n.
Cons
truc
ting
expl
anat
ions
and
des
igni
ng s
olu-
tions
in 6
–8 b
uild
s on
K–5
exp
erie
nces
and
pr
ogre
sses
to
incl
ude
cons
truc
ting
expl
ana-
tions
and
des
igni
ng s
olut
ions
sup
port
ed b
y m
ultip
le s
ourc
es o
f ev
iden
ce c
onsi
sten
t w
ith
scie
ntifi
c id
eas,
prin
cipl
es, a
nd t
heor
ies.
• Co
nstr
uct
an e
xpla
natio
n th
at in
clud
es
qual
itativ
e or
qua
ntita
tive
rela
tions
hips
be
twee
n va
riabl
es t
hat
pred
ict(
s) a
nd/o
r de
scrib
e(s)
phe
nom
ena.
•
Cons
truc
t an
exp
lana
tion
usin
g m
odel
s or
re
pres
enta
tions
. •
Cons
truc
t a
scie
ntifi
c ex
plan
atio
n ba
sed
on v
alid
and
rel
iabl
e ev
iden
ce o
btai
ned
from
sou
rces
(in
clud
ing
the
stud
ents
’ ow
n ex
perim
ents
) an
d th
e as
sum
ptio
n th
at
theo
ries
and
law
s th
at d
escr
ibe
the
natu
ral
wor
ld o
pera
te t
oday
as
they
did
in t
he p
ast
and
will
con
tinue
to
do s
o in
the
futu
re.
• Ap
ply
scie
ntifi
c id
eas,
prin
cipl
es, a
nd/o
r ev
iden
ce t
o co
nstr
uct,
rev
ise
and/
or u
se
an e
xpla
natio
n fo
r re
al-
wor
ld p
heno
men
a,
exam
ples
, or
even
ts.
• Ap
ply
scie
ntifi
c re
ason
ing
to s
how
why
th
e da
ta o
r ev
iden
ce is
ade
quat
e fo
r th
e ex
plan
atio
n or
con
clus
ion.
•
Appl
y sc
ient
ific
idea
s or
prin
cipl
es t
o de
sign
, co
nstr
uct,
and
/or
test
a d
esig
n of
an
obje
ct,
tool
, pro
cess
or
syst
em.
• U
nder
take
a d
esig
n pr
ojec
t, e
ngag
ing
in t
he
desi
gn c
ycle
, to
cons
truc
t an
d/or
impl
emen
t a
solu
tion
that
mee
ts s
peci
fic d
esig
n cr
iteria
an
d co
nstr
aint
s.
Cons
truc
ting
expl
anat
ions
and
des
igni
ng
solu
tions
in 9
–12
build
s on
K–8
exp
eri-
ence
s an
d pr
ogre
sses
to
expl
anat
ions
an
d de
sign
s th
at a
re s
uppo
rted
by
mul
ti-pl
e an
d in
depe
nden
t st
uden
t-ge
nera
ted
sour
ces
of e
vide
nce
cons
iste
nt w
ith s
ci-
entif
ic id
eas,
prin
cipl
es, a
nd t
heor
ies.
•
Mak
e a
quan
titat
ive
and/
or q
ualit
ativ
e cl
aim
reg
ardi
ng t
he r
elat
ions
hip
betw
een
depe
nden
t an
d in
depe
nden
t va
riabl
es.
• Co
nstr
uct
and
revi
se a
n ex
plan
atio
n ba
sed
on v
alid
and
rel
iabl
e ev
iden
ce
obta
ined
from
a v
arie
ty o
f sou
rces
(in
clud
ing
stud
ents
’ ow
n in
vest
igat
ions
, m
odel
s, t
heor
ies,
sim
ulat
ions
, pee
r re
view
) an
d th
e as
sum
ptio
n th
at
theo
ries
and
law
s th
at d
escr
ibe
the
natu
ral w
orld
ope
rate
tod
ay a
s th
ey
did
in t
he p
ast
and
will
con
tinue
to
do
so in
the
futu
re.
• Ap
ply
scie
ntifi
c id
eas,
prin
cipl
es, a
nd/
or e
vide
nce
to p
rovi
de a
n ex
plan
atio
n of
phe
nom
ena
and
solv
e de
sign
pr
oble
ms,
tak
ing
into
acc
ount
pos
sibl
e un
antic
ipat
ed e
ffect
s.
• Ap
ply
scie
ntifi
c re
ason
ing,
the
ory,
an
d/or
mod
els
to li
nk e
vide
nce
to t
he
clai
ms
to a
sses
s th
e ex
tent
to
whi
ch
the
reas
onin
g an
d da
ta s
uppo
rt t
he
expl
anat
ion
or c
oncl
usio
n.
1584
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
6. C
ON
ST
RU
CT
ING
EX
PLA
NA
TIO
NS
(FO
R S
CIE
NC
E)
AN
D D
ES
IGN
ING
SO
LUT
ION
S (
FOR
EN
GIN
EE
RIN
G)
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
kbl
ank
• O
ptim
ize
perf
orm
ance
of
a de
sign
by
prio
ritiz
ing
crite
ria, m
akin
g tr
adeo
ffs,
test
ing,
rev
isin
g, a
nd r
e-te
stin
g.
• D
esig
n, e
valu
ate,
and
/or
refin
e a
solu
tion
to a
com
plex
rea
l-wor
ld
prob
lem
, bas
ed o
n sc
ient
ific
know
ledg
e,
stud
ent-
gene
rate
d so
urce
s of
evi
denc
e,
prio
ritiz
ed c
riter
ia, a
nd t
rade
off
cons
ider
atio
ns.
7. E
NG
AG
ING
IN
AR
GU
ME
NT
FR
OM
EV
IDE
NC
E
Enga
ging
in a
rgum
ent
from
evi
denc
e in
K–2
bu
ilds
on p
rior
expe
ri-en
ces
and
prog
ress
es
to c
ompa
ring
idea
s an
d re
pres
enta
tions
ab
out
the
natu
ral a
nd
desi
gned
wor
ld(s
).
• Id
entif
y ar
gum
ents
th
at a
re s
uppo
rted
by
evid
ence
. •
Dis
tingu
ish
betw
een
expl
anat
ions
tha
t ac
coun
t fo
r al
l ga
ther
ed e
vide
nce
and
thos
e th
at d
o no
t.
• An
alyz
e w
hy s
ome
evid
ence
is r
elev
ant
to a
sci
entifi
c qu
estio
n an
d so
me
is n
ot.
• D
istin
guis
h be
twee
n op
inio
ns a
nd
evid
ence
in o
ne’s
own
expl
anat
ions
.
Enga
ging
in a
rgum
ent
from
ev
iden
ce in
3–5
bui
lds
on K
–2
expe
rienc
es a
nd p
rogr
esse
s to
cr
itiqu
ing
the
scie
ntifi
c ex
pla-
natio
ns o
r so
lutio
ns p
ropo
sed
by p
eers
by
citin
g re
leva
nt e
vi-
denc
e ab
out
the
natu
ral a
nd
desi
gned
wor
ld(s
).•
Com
pare
and
refi
ne
argu
men
ts b
ased
on
an
eval
uatio
n of
the
evi
denc
e pr
esen
ted.
•
Dis
tingu
ish
amon
g fa
cts,
re
ason
ed ju
dgm
ent
base
d on
res
earc
h fin
ding
s,
and
spec
ulat
ion
in a
n ex
plan
atio
n.
• Re
spec
tful
ly p
rovi
de a
nd
rece
ive
criti
ques
fro
m p
eers
ab
out
a pr
opos
ed p
roce
dure
, ex
plan
atio
n, o
r m
odel
by
citin
g re
leva
nt e
vide
nce
and
posi
ng s
peci
fic q
uest
ions
.
Enga
ging
in a
rgum
ent
from
evi
denc
e in
6–8
bui
lds
on K
–5 e
xper
ienc
es a
nd
prog
ress
es t
o co
nstr
uctin
g a
conv
inc-
ing
argu
men
t th
at s
uppo
rts
or r
efut
es
clai
ms
for
eith
er e
xpla
natio
ns o
r so
lu-
tions
abo
ut t
he n
atur
al a
nd d
esig
ned
wor
ld(s
).
• Co
mpa
re a
nd c
ritiq
ue t
wo
argu
men
ts
on t
he s
ame
topi
c an
d an
alyz
e w
heth
er t
hey
emph
asiz
e si
mila
r or
diff
eren
t ev
iden
ce a
nd/o
r in
terp
reta
tions
of
fact
s.
• Re
spec
tful
ly p
rovi
de a
nd r
ecei
ve
criti
ques
abo
ut o
ne’s
expl
anat
ions
, pr
oced
ures
, mod
els,
and
que
stio
ns b
y ci
ting
rele
vant
evi
denc
e an
d po
sing
an
d re
spon
ding
to
ques
tions
tha
t el
icit
pert
inen
t el
abor
atio
n an
d de
tail.
•
Cons
truc
t, u
se, a
nd/o
r pr
esen
t an
or
al a
nd w
ritte
n ar
gum
ent
supp
orte
d by
em
piric
al e
vide
nce
and
scie
ntifi
c re
ason
ing
to s
uppo
rt o
r re
fute
an
expl
anat
ion
or a
mod
el fo
r a
phen
om-
enon
or
a so
lutio
n to
a p
robl
em.
Enga
ging
in a
rgum
ent
from
evi
denc
e in
9–
12 b
uild
s on
K–8
exp
erie
nces
and
pro
-gr
esse
s to
usi
ng a
ppro
pria
te a
nd s
uffic
ient
ev
iden
ce a
nd s
cien
tific
rea
soni
ng t
o de
fend
an
d cr
itiqu
e cl
aim
s an
d ex
plan
atio
ns
abou
t th
e na
tura
l and
des
igne
d w
orld
(s).
Ar
gum
ents
may
als
o co
me
from
cur
rent
sc
ient
ific
or h
isto
rical
epi
sode
s in
sci
ence
. •
Com
pare
and
eva
luat
e co
mpe
ting
argu
-m
ents
or
desi
gn s
olut
ions
in li
ght
of
curr
ently
acc
epte
d ex
plan
atio
ns, n
ew
evid
ence
, lim
itatio
ns (
e.g.
, tra
de-o
ffs),
co
nstr
aint
s, a
nd e
thic
al is
sues
. •
Eval
uate
the
cla
ims,
evi
denc
e, a
nd/
or r
easo
ning
beh
ind
curr
ently
acc
epte
d ex
plan
atio
ns o
r so
lutio
ns t
o de
term
ine
the
mer
its o
f arg
umen
ts.
• Re
spec
tfully
pro
vide
and
/or
rece
ive
cri-
tique
s on
sci
entifi
c ar
gum
ents
by
prob
ing
reas
onin
g an
d ev
iden
ce, c
halle
ng-
ing
idea
s an
d co
nclu
sion
s, r
espo
ndin
g th
ough
tfully
to
dive
rse
pers
pect
ives
, an
d de
term
inin
g ad
ditio
nal i
nfor
mat
ion
requ
ired
to r
esol
ve c
ontr
adic
tions
.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1585Appendix 12016 California Science Framework
7. E
NG
AG
ING
IN
AR
GU
ME
NT
FR
OM
EV
IDE
NC
E
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Li
sten
act
ivel
y to
arg
umen
ts
to in
dica
te a
gree
men
t or
di
sagr
eem
ent
base
d on
ev
iden
ce, a
nd/o
r to
ret
ell
the
mai
n po
ints
of
the
argu
men
t.
• Co
nstr
uct
an a
rgum
ent
with
ev
iden
ce t
o su
ppor
t a
clai
m.
• M
ake
a cl
aim
abo
ut t
he
effe
ctiv
enes
s of
an
obje
ct,
tool
, or
solu
tion
that
is
supp
orte
d by
rel
evan
t ev
iden
ce.
• Co
nstr
uct
and/
or s
uppo
rt
an a
rgum
ent
with
evi
denc
e,
data
, and
/or
a m
odel
. •
Use
dat
a to
eva
luat
e cl
aim
s ab
out
caus
e an
d ef
fect
. •
Mak
e a
clai
m a
bout
the
mer
it of
a s
olut
ion
to a
pro
blem
by
citi
ng r
elev
ant
evid
ence
ab
out
how
it m
eets
the
cr
iteria
and
con
stra
ints
of
the
prob
lem
.
• M
ake
an o
ral o
r w
ritte
n ar
gum
ent
that
sup
port
s or
ref
utes
the
adv
ertis
ed
perf
orm
ance
of
a de
vice
, pr
oces
s, o
r sy
stem
bas
ed o
n em
piric
al e
vide
nce
conc
erni
ng
whe
ther
or
not
the
tech
nolo
gy
mee
ts r
elev
ant
crite
ria a
nd
cons
trai
nts.
•
Eval
uate
com
petin
g de
sign
so
lutio
ns b
ased
on
join
tly
deve
lope
d an
d ag
reed
-upo
n de
sign
crit
eria
.
• Co
nstr
uct,
use,
and
/or
pres
ent
an o
ral a
nd
writ
ten
argu
men
t or
cou
nter
-arg
umen
ts
base
d on
dat
a an
d ev
iden
ce.
• M
ake
and
defe
nd a
cla
im b
ased
on
evid
ence
abo
ut t
he n
atur
al w
orld
or
the
effe
ctiv
enes
s of
a d
esig
n so
lutio
n th
at
refle
cts
scie
ntifi
c kn
owle
dge
and
stud
ent-
gene
rate
d ev
iden
ce.
• Ev
alua
te c
ompe
ting
desi
gn s
olut
ions
to
a re
al-w
orld
pro
blem
bas
ed o
n sc
ient
ific
idea
s an
d pr
inci
ples
, em
piric
al e
vide
nce,
an
d/or
logi
cal a
rgum
ents
reg
ardi
ng
rele
vant
fact
ors
(e.g
. eco
nom
ic, s
ocie
tal,
envi
ronm
enta
l, et
hica
l con
side
ratio
ns).
8. O
BT
AIN
ING
, E
VA
LUA
TIN
G,
AN
D C
OM
MU
NIC
AT
ING
IN
FOR
MA
TIO
N
Obt
aini
ng, e
valu
atin
g, a
nd
com
mun
icat
ing
info
rmat
ion
in K
–2 b
uild
s on
prio
r ex
peri-
ence
s an
d us
es o
bser
vatio
ns
and
text
s to
com
mun
icat
e ne
w in
form
atio
n.•
Read
gra
de-a
ppro
pria
te
text
s an
d/or
use
med
ia
to o
btai
n sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
to
dete
rmin
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he n
atur
al
and
desi
gned
wor
ld(s
).
Obt
aini
ng, e
valu
atin
g, a
nd
com
mun
icat
ing
info
rmat
ion
in
3–5
build
s on
K–2
exp
erie
nces
an
d pr
ogre
sses
to
eval
uat-
ing
the
mer
it an
d ac
cura
cy o
f id
eas
and
met
hods
.•
Read
and
com
preh
end
grad
e-ap
prop
riate
com
plex
te
xts
and/
or o
ther
rel
iabl
e m
edia
to
sum
mar
ize
and
obta
in s
cien
tific
and
tech
nica
l id
eas
and
desc
ribe
how
the
y ar
e su
ppor
ted
by e
vide
nce.
Obt
aini
ng, e
valu
atin
g, a
nd c
om-
mun
icat
ing
info
rmat
ion
in 6
–8
build
s on
K–5
exp
erie
nces
and
pr
ogre
sses
to
eval
uatin
g th
e m
erit
and
valid
ity o
f id
eas
and
met
hods
. •
Criti
cally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to
dete
rmin
e th
e ce
ntra
l ide
as
and/
or o
btai
n sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
to
desc
ribe
patt
erns
in a
nd/o
r ev
iden
ce a
bout
the
nat
ural
and
de
sign
ed w
orld
(s).
Obt
aini
ng, e
valu
atin
g, a
nd c
omm
unic
atin
g in
form
atio
n in
9–1
2 bu
ilds
on K
–8 e
xpe-
rienc
es a
nd p
rogr
esse
s to
eva
luat
ing
the
valid
ity a
nd r
elia
bilit
y of
the
cla
ims,
met
h-od
s, a
nd d
esig
ns.
• Cr
itica
lly r
ead
scie
ntifi
c lit
erat
ure
adap
ted
for
clas
sroo
m u
se t
o de
term
ine
the
cent
ral
idea
s or
con
clus
ions
and
/or
to o
btai
n sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
to
sum
mar
ize
com
plex
evi
denc
e, c
once
pts,
pr
oces
ses,
or
info
rmat
ion
pres
ente
d in
a
text
by
para
phra
sing
the
m in
sim
pler
but
st
ill a
ccur
ate
term
s.
1586
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
8. O
BT
AIN
ING
, E
VA
LUA
TIN
G,
AN
D C
OM
MU
NIC
AT
ING
IN
FOR
MA
TIO
N
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• D
escr
ibe
how
spe
cific
im
ages
(e.
g., a
dia
gram
sh
owin
g ho
w a
mac
hine
w
orks
) su
ppor
t a
scie
ntifi
c or
eng
inee
ring
idea
. •
Obt
ain
info
rmat
ion
usin
g va
rious
tex
ts, t
ext
feat
ures
(e
.g.,
head
ings
, tab
les
of c
onte
nts,
glo
ssar
ies,
el
ectr
onic
men
us, i
cons
),
and
othe
r m
edia
tha
t w
ill
be u
sefu
l in
answ
erin
g a
scie
ntifi
c qu
estio
n an
d/or
sup
port
ing
a sc
ient
ific
clai
m.
• Co
mm
unic
ate
info
rmat
ion
or d
esig
n id
eas
and/
or
solu
tions
with
oth
ers
in
oral
and
/or
writ
ten
form
s us
ing
mod
els,
dra
win
gs,
writ
ing,
or
num
bers
tha
t pr
ovid
e de
tail
abou
t sc
ient
ific
idea
s, p
ract
ices
, an
d/or
des
ign
idea
s.
• Co
mpa
re a
nd/o
r co
mbi
ne
acro
ss c
ompl
ex t
exts
and
/or
othe
r re
liabl
e m
edia
to
supp
ort
the
enga
gem
ent
in o
ther
sc
ienc
e an
d/or
eng
inee
ring
prac
tices
. •
Com
bine
info
rmat
ion
in w
ritte
n te
xt w
ith t
hat
cont
aine
d in
cor
resp
ondi
ng t
able
s,
diag
ram
s, a
nd/o
r ch
arts
to
supp
ort
the
enga
gem
ent
in o
ther
sci
ence
and
/or
engi
neer
ing
prac
tices
. •
Obt
ain
and
com
bine
in
form
atio
n fr
om b
ooks
and
/or
othe
r re
liabl
e m
edia
to
expl
ain
phen
omen
a or
sol
utio
ns t
o a
desi
gn p
robl
em.
• Co
mm
unic
ate
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n or
ally
an
d/or
in w
ritte
n fo
rmat
s,
incl
udin
g va
rious
form
s of
m
edia
as
wel
l as
tabl
es,
diag
ram
s, a
nd c
hart
s.
• In
tegr
ate
qual
itativ
e an
d/or
qu
antit
ativ
e sc
ient
ific
and/
or
tech
nica
l inf
orm
atio
n in
writ
ten
text
with
tha
t co
ntai
ned
in
med
ia a
nd v
isua
l dis
play
s to
cl
arify
cla
ims
and
findi
ngs.
•
Gat
her,
read
, and
syn
thes
ize
info
rmat
ion
from
mul
tiple
ap
prop
riate
sou
rces
and
ass
ess
the
cred
ibili
ty, a
ccur
acy,
and
po
ssib
le b
ias
of e
ach
publ
icat
ion
and
met
hods
use
d, a
nd d
escr
ibe
how
the
y ar
e su
ppor
ted
or n
ot
supp
orte
d by
evi
denc
e.
• Ev
alua
te d
ata,
hyp
othe
ses,
an
d/or
con
clus
ions
in s
cien
tific
and
tech
nica
l tex
ts in
ligh
t of
com
petin
g in
form
atio
n or
ac
coun
ts.
• Co
mm
unic
ate
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n (e
.g.
abou
t a
prop
osed
obj
ect,
too
l, pr
oces
s, s
yste
m)
in w
ritin
g an
d/or
thr
ough
ora
l pre
sent
atio
ns.
• Co
mpa
re, i
nteg
rate
and
eva
luat
e so
urce
s of
info
rmat
ion
pres
ente
d in
di
ffere
nt m
edia
or
form
ats
(e.g
., vi
sual
ly,
quan
titat
ivel
y) a
s w
ell a
s in
wor
ds in
or
der
to a
ddre
ss a
sci
entifi
c qu
estio
n or
so
lve
a pr
oble
m.
• G
athe
r, re
ad, a
nd e
valu
ate
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n fr
om
mul
tiple
aut
horit
ativ
e so
urce
s, a
sses
sing
th
e ev
iden
ce a
nd u
sefu
lnes
s of
eac
h so
urce
. •
Eval
uate
the
val
idity
and
rel
iabi
lity
of a
nd/o
r sy
nthe
size
mul
tiple
cla
ims,
m
etho
ds, a
nd/o
r de
sign
s th
at a
ppea
r in
sci
entifi
c an
d te
chni
cal t
exts
or
med
ia r
epor
ts, v
erify
ing
the
data
whe
n po
ssib
le.
• Co
mm
unic
ate
scie
ntifi
c an
d/or
te
chni
cal i
nfor
mat
ion
or id
eas
(e.g
. ab
out
phen
omen
a an
d/or
the
pro
cess
of
dev
elop
men
t an
d th
e de
sign
and
pe
rfor
man
ce o
f a p
ropo
sed
proc
ess
or
syst
em)
in m
ultip
le fo
rmat
s (i.
e., o
rally
, gr
aphi
cally
, tex
tual
ly, m
athe
mat
ical
ly).
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1587Appendix 12016 California Science Framework
Adapted from the NGSS Appendix E by the California Science Progression of Disciplinary Core Ideas in Grades K–12
Pr
oject.LI
FE S
CIE
NC
E
LS1
: FR
OM
MO
LEC
ULE
S T
O O
RG
AN
ISM
S:
ST
RU
CT
UR
ES
AN
D P
RO
CE
SS
ES
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Al
l org
anis
ms
have
ex
tern
al p
arts
. D
iffer
ent
anim
als
use
thei
r bo
dy p
arts
in
diffe
rent
way
s to
see
, he
ar, g
rasp
obj
ects
, pr
otec
t th
emse
lves
, m
ove
from
pla
ce t
o pl
ace,
and
see
k, fi
nd,
and
take
in fo
od,
wat
er a
nd a
ir. P
lant
s al
so h
ave
diffe
rent
pa
rts
(roo
ts, s
tem
s,
leav
es, fl
ower
s,
frui
ts)
that
hel
p th
em
surv
ive
and
grow
. (1
-LS1
-1)
• Pl
ants
and
ani
mal
s ha
ve b
oth
inte
rnal
an
d ex
tern
al
stru
ctur
es t
hat
serv
e va
rious
func
tions
in
gro
wth
, sur
viva
l, be
havi
or, a
nd
repr
oduc
tion.
(4
-LS1
-1)
• Al
l liv
ing
thin
gs a
re m
ade
up o
f ce
lls, t
he s
mal
lest
uni
t th
at c
an
be s
aid
to b
e al
ive.
An
orga
nism
m
ay c
onsi
st o
f on
e si
ngle
cel
l (u
nice
llula
r) o
r m
any
diffe
rent
nu
mbe
rs a
nd t
ypes
of
cells
(m
ultic
ellu
lar)
. (M
S-LS
1-1)
• O
rgan
ism
s re
prod
uce,
eith
er
sexu
ally
or
asex
ually
, and
tra
nsfe
r th
eir
gene
tic in
form
atio
n to
the
ir of
fspr
ing.
(se
cond
ary
to M
S-LS
3-2)
• W
ithin
cel
ls, s
peci
al s
truc
ture
s ar
e re
spon
sibl
e fo
r pa
rtic
ular
fu
nctio
ns, a
nd t
he c
ell m
embr
ane
form
s th
e bo
unda
ry t
hat
cont
rols
w
hat
ente
rs a
nd le
aves
the
cel
l. (M
S-LS
1-2)
• In
mul
ticel
lula
r or
gani
sms,
the
bo
dy is
a s
yste
m o
f m
ultip
le
inte
ract
ing
subs
yste
ms.
The
se
subs
yste
ms
are
grou
ps o
f ce
lls
that
wor
k to
geth
er t
o fo
rm t
issu
es
and
orga
ns t
hat
are
spec
ializ
ed fo
r pa
rtic
ular
bod
y fu
nctio
ns.
(MS-
LS1-
3)
• Sy
stem
s of
spe
cial
ized
cel
ls w
ithin
or
gani
sms
help
the
m p
erfo
rm t
he
esse
ntia
l fun
ctio
ns o
f lif
e. (
HS-
LS1-
1)•
All c
ells
con
tain
gen
etic
info
rmat
ion
in t
he fo
rm o
f de
oxyr
ibon
ucle
ic a
cid
(DN
A) m
olec
ules
. Gen
es a
re r
egio
ns in
th
e D
NA
that
con
tain
the
inst
ruct
ions
th
at c
ode
for
the
form
atio
n of
pro
tein
s,
whi
ch c
arry
out
mos
t of
the
wor
k of
ce
lls. (
HS-
LS1-
1) (
seco
ndar
y to
HS-
LS3-
1)•
Mul
ticel
lula
r or
gani
sms
have
a
hier
arch
ical
str
uctu
ral o
rgan
izat
ion,
in
whi
ch a
ny o
ne s
yste
m is
mad
e up
of
num
erou
s pa
rts
and
is it
self
a co
mpo
nent
of
the
next
leve
l. (H
S-LS
1-2)
• Fe
edba
ck m
echa
nism
s m
aint
ain
a liv
ing
syst
em’s
inte
rnal
con
ditio
ns w
ithin
ce
rtai
n lim
its a
nd m
edia
te b
ehav
iors
, al
low
ing
it to
rem
ain
aliv
e an
d fu
nctio
nal
even
as
exte
rnal
con
ditio
ns c
hang
e w
ithin
som
e ra
nge.
• Fe
edba
ck m
echa
nism
s ca
n en
cour
age
(thr
ough
pos
itive
feed
back
) or
di
scou
rage
(ne
gativ
e fe
edba
ck)
wha
t is
go
ing
on in
side
the
livi
ng s
yste
m. (
HS-
LS1-
3)
ructure and Function A: St LS1.
1588
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
LS1
: FR
OM
MO
LEC
ULE
S T
O O
RG
AN
ISM
S:
ST
RU
CT
UR
ES
AN
D P
RO
CE
SS
ES
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Ad
ult
plan
ts
and
anim
als
can
have
you
ng. I
n m
any
kind
s of
an
imal
s, p
aren
ts
and
the
offs
prin
g th
emse
lves
en
gage
in
beha
vior
s th
at
help
the
offs
prin
g to
sur
vive
. (1
-LS1
-2)
• Re
prod
uctio
n is
ess
entia
l to
the
cont
inue
d ex
iste
nce
of e
very
ki
nd o
f or
gani
sm.
Plan
ts a
nd a
nim
als
have
uni
que
and
dive
rse
life
cycl
es.
(3-L
S1-1
)
• An
imal
s en
gage
in c
hara
cter
-is
tic b
ehav
iors
tha
t in
crea
se
the
odds
of
repr
oduc
tion.
(M
S-LS
1-4)
• Pl
ants
rep
rodu
ce in
a v
arie
ty
of w
ays,
som
etim
es d
epen
d-in
g on
ani
mal
beh
avio
r an
d sp
ecia
lized
feat
ures
for
repr
o-du
ctio
n. (
MS-
LS1-
4)•
Gen
etic
fact
ors
as w
ell a
s lo
cal
cond
ition
s af
fect
the
gro
wth
of
the
adu
lt pl
ant.
(M
S-LS
1-5)
• In
mul
ticel
lula
r or
gani
sms
indi
vidu
al c
ells
gro
w a
nd t
hen
divi
de v
ia a
pro
cess
cal
led
mito
sis,
the
reby
allo
win
g th
e or
gani
sm t
o gr
ow. T
he o
rgan
ism
beg
ins
as a
sin
gle
cell
(fer
tiliz
ed e
gg)
that
div
ides
suc
cess
ivel
y to
pro
duce
man
y ce
lls, w
ith e
ach
pare
nt c
ell p
assi
ng id
entic
al g
enet
ic
mat
eria
l (tw
o va
riant
s of
eac
h ch
rom
osom
e pa
ir) t
o bo
th d
augh
ter
cells
. Cel
lula
r di
visi
on a
nd d
iffer
entia
tion
prod
uce
and
mai
ntai
n a
com
plex
org
anis
m, c
ompo
sed
of s
yste
ms
of t
issu
es a
nd o
rgan
s th
at w
ork
toge
ther
to
mee
t th
e ne
eds
of t
he w
hole
org
anis
m. (
HS-
LS1-
4)
ms nis ga
dnOr
h a t Grow B: LS1.Development of
wlo y F rg ne d E r an e tt Ma or f ion at niz ga Or C: LS1.
• Al
l ani
mal
s ne
ed
food
in o
rder
to
live
and
grow
. Th
ey o
btai
n th
eir
food
fro
m p
lant
s or
fro
m o
ther
an
imal
s. P
lant
s ne
ed w
ater
and
lig
ht t
o liv
e an
d gr
ow. (
K-LS
1-1)
• Fo
od p
rovi
des
anim
als
with
th
e m
ater
ials
th
ey n
eed
for
body
rep
air
and
grow
th a
nd t
he
ener
gy t
hey
need
to
mai
ntai
n bo
dy w
arm
th
and
for
mot
ion.
(s
econ
dary
to
5-PS
3-1)
• Pl
ants
acq
uire
th
eir
mat
eria
l for
gr
owth
chi
efly
from
air
and
wat
er. (
5-LS
1-1)
• Pl
ants
, alg
ae (
incl
udin
g ph
ytop
lank
ton)
, and
man
y m
icro
orga
nism
s us
e th
e en
ergy
from
ligh
t to
mak
e su
gars
(fo
od)
from
car
bon
diox
ide
from
the
atm
osph
ere
and
wat
er t
hrou
gh t
he p
roce
ss
of p
hoto
synt
hesi
s, w
hich
als
o re
leas
es o
xyge
n. T
hese
sug
ars
can
be u
sed
imm
edia
tely
or
stor
ed fo
r gr
owth
or
late
r us
e.
(MS-
LS1-
6)•
With
in in
divi
dual
org
anis
ms,
fo
od m
oves
thr
ough
a s
erie
s of
ch
emic
al r
eact
ions
in w
hich
it
is b
roke
n do
wn
and
rear
rang
ed
to fo
rm n
ew m
olec
ules
, to
supp
ort
grow
th, o
r to
rel
ease
en
ergy
. (M
S-LS
1-7)
• Th
e pr
oces
s of
pho
tosy
nthe
sis
conv
erts
ligh
t en
ergy
to
stor
ed c
hem
ical
ene
rgy
by c
onve
rtin
g ca
rbon
dio
xide
plu
s w
ater
into
sug
ars
plus
rel
ease
d ox
ygen
. (H
S-LS
1-5)
• Th
e su
gar
mol
ecul
es t
hus
form
ed c
onta
in c
arbo
n,
hydr
ogen
, and
oxy
gen:
the
ir hy
droc
arbo
n ba
ckbo
nes
are
used
to
mak
e am
ino
acid
s an
d ot
her
carb
on-b
ased
m
olec
ules
tha
t ca
n be
ass
embl
ed in
to la
rger
mol
ecul
es
(suc
h as
pro
tein
s or
DN
A), u
sed
for
exam
ple
to fo
rm
new
cel
ls. (
HS-
LS1-
6)•
As m
atte
r an
d en
ergy
flow
thr
ough
diff
eren
t or
gani
zatio
nal l
evel
s of
livi
ng s
yste
ms,
che
mic
al
elem
ents
are
rec
ombi
ned
in d
iffer
ent
way
s to
form
di
ffere
nt p
rodu
cts.
(H
S-LS
1-6)
(H
S-LS
1-7)
• As
a r
esul
t of t
hese
che
mic
al r
eact
ions
, ene
rgy
is tr
ans-
ferr
ed fr
om o
ne s
yste
m o
f int
erac
ting
mol
ecul
es to
ano
ther
an
d re
leas
e en
ergy
to th
e su
rrou
ndin
g en
viro
nmen
t and
to
mai
ntai
n bo
dy te
mpe
ratu
re. C
ellu
lar
resp
iratio
n is
a c
hem
i-ca
l pro
cess
whe
reby
the
bond
s of
food
mol
ecul
es a
nd o
xy-
gen
mol
ecul
es a
re b
roke
n an
d ne
w c
ompo
unds
are
form
ed
that
can
tran
spor
t ene
rgy
to m
uscl
es. (
HS-
LS1-
7)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1589Appendix 12016 California Science Framework
LS2
: E
CO
SY
ST
EM
S:
INT
ER
AC
TIO
NS
, E
NE
RG
Y,
AN
D D
YN
AM
ICS
LS1
: FR
OM
MO
LEC
ULE
S T
O O
RG
AN
ISM
S:
ST
RU
CT
UR
ES
AN
D P
RO
CE
SS
ES
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• An
imal
s ha
ve b
ody
part
s th
at c
aptu
re
and
conv
ey d
iffer
ent
kind
s of
info
rmat
ion
need
ed fo
r gr
owth
an
d su
rviv
al. A
nim
als
resp
ond
to t
hese
in
puts
with
beh
av-
iors
tha
t he
lp t
hem
su
rviv
e. P
lant
s al
so
resp
ond
to s
ome
exte
rnal
inpu
ts.
(1-L
S1-1
)
• D
iffer
ent
sens
e re
cept
ors
are
spec
ializ
ed fo
r pa
rtic
ular
ki
nds
of in
form
atio
n, w
hich
m
ay b
e th
en p
roce
ssed
by
the
anim
al’s
brai
n. A
nim
als
are
able
to
use
thei
r pe
rcep
tions
an
d m
emor
ies
to g
uide
the
ir ac
tions
. (4-
LS1-
2)
• Ea
ch s
ense
rec
epto
r re
spon
ds t
o di
ffere
nt in
puts
(el
ectr
omag
netic
, m
echa
nica
l, ch
emic
al),
tr
ansm
ittin
g th
em a
s si
gnal
s th
at t
rave
l alo
ng n
erve
cel
ls t
o th
e br
ain.
The
sig
nals
are
the
n pr
oces
sed
in t
he b
rain
, res
ultin
g in
im
med
iate
beh
avio
rs o
r m
emor
ies.
(M
S-LS
1-8)
blan
k
ion processing D: Informat LS1. ionships in erdependent Relatems
A: Int LS2.Ecosyst
• Pl
ants
dep
end
on
wat
er a
nd li
ght
to
grow
. (2-
LS2-
1)•
Plan
ts d
epen
d on
an
imal
s fo
r po
llina
tion
or t
o m
ove
thei
r se
eds
arou
nd.
(2-L
S2-2
)
• Th
e fo
od o
f al
mos
t an
y ki
nd
of a
nim
al c
an b
e tr
aced
ba
ck t
o pl
ants
. Org
anis
ms
are
rela
ted
in fo
od w
ebs
in w
hich
som
e an
imal
s ea
t pl
ants
for
food
and
oth
er
anim
als
eat
the
anim
als
that
ea
t pl
ants
. Som
e or
gani
sms,
su
ch a
s fu
ngi a
nd b
acte
ria,
brea
k do
wn
dead
org
anis
ms
(bot
h pl
ants
or
plan
ts p
arts
an
d an
imal
s) a
nd t
here
fore
op
erat
e as
“de
com
pose
rs.”
Dec
ompo
sitio
n ev
entu
ally
re
stor
es (
recy
cles
) so
me
mat
eria
ls b
ack
to t
he s
oil.
• O
rgan
ism
s, a
nd p
opul
atio
ns o
f or
gani
sms,
are
dep
ende
nt o
n th
eir
envi
ronm
enta
l int
erac
tions
bot
h w
ith o
ther
livi
ng t
hing
s an
d w
ith
nonl
ivin
g fa
ctor
s. (
MS-
LS2-
1)•
In a
ny e
cosy
stem
, org
anis
ms
and
popu
latio
ns w
ith s
imila
r re
quire
men
ts fo
r fo
od, w
ater
, ox
ygen
, or
othe
r re
sour
ces
may
co
mpe
te w
ith e
ach
othe
r fo
r lim
ited
reso
urce
s, a
cces
s to
whi
ch
cons
eque
ntly
con
stra
ins
thei
r gr
owth
and
rep
rodu
ctio
n.
(MS-
LS2-
1)•
Gro
wth
of
orga
nism
s an
d po
pula
tion
incr
ease
s ar
e lim
ited
by
acce
ss t
o re
sour
ces.
(M
S-LS
2-1)
• Ec
osys
tem
s ha
ve c
arry
ing
capa
citie
s,
whi
ch a
re li
mits
to
the
num
bers
of
orga
nism
s an
d po
pula
tions
the
y ca
n su
ppor
t. T
hese
lim
its r
esul
t fr
om
such
fact
ors
as t
he a
vaila
bilit
y of
liv
ing
and
nonl
ivin
g re
sour
ces
and
from
cha
lleng
es s
uch
as p
reda
tion,
co
mpe
titio
n, a
nd d
isea
se. O
rgan
ism
s w
ould
hav
e th
e ca
paci
ty t
o pr
oduc
e po
pula
tions
of
grea
t si
ze w
ere
it no
t fo
r th
e fa
ct t
hat
envi
ronm
ents
an
d re
sour
ces
are
finite
. Thi
s fu
ndam
enta
l ten
sion
affe
cts
the
abun
danc
e (n
umbe
r of
indi
vidu
als)
of
spe
cies
in a
ny g
iven
eco
syst
em.
(HS-
LS2-
1) (
HS-
LS2-
2)
1590
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
LS2
: E
CO
SY
ST
EM
S:
INT
ER
AC
TIO
NS
, E
NE
RG
Y,
AN
D D
YN
AM
ICS
blan
kEl
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• O
rgan
ism
s ca
n su
rviv
e on
ly in
env
ironm
ents
in
whi
ch t
heir
part
icul
ar
need
s ar
e m
et. A
hea
lthy
ecos
yste
m is
one
in
whi
ch m
ultip
le s
peci
es o
f di
ffere
nt t
ypes
are
eac
h ab
le t
o m
eet
thei
r ne
eds
in a
rel
ativ
ely
stab
le w
eb
of li
fe. N
ewly
intr
oduc
ed
spec
ies
can
dam
age
the
bala
nce
of a
n ec
osys
-te
m. (
5-LS
2-1)
• Si
mila
rly, p
reda
tory
inte
ract
ions
may
re
duce
the
num
ber
of o
rgan
ism
s or
elim
inat
e w
hole
pop
ulat
ions
of
orga
nism
s. M
utua
lly b
enefi
cial
inte
r-ac
tions
, in
cont
rast
, may
bec
ome
so in
terd
epen
dent
tha
t ea
ch o
rgan
-is
m r
equi
res
the
othe
r fo
r su
rviv
al.
Alth
ough
the
spe
cies
invo
lved
in
thes
e co
mpe
titiv
e, p
reda
tory
, and
m
utua
lly b
enefi
cial
inte
ract
ions
var
y ac
ross
eco
syst
ems,
the
pat
tern
s of
in
tera
ctio
ns o
f or
gani
sms
with
the
ir en
viro
nmen
ts, b
oth
livin
g an
d no
n-liv
ing,
are
sha
red.
(M
S-LS
2-2)
blan
k
emserdependent A: Int LS2.
Relationships in Ecosyst
blan
k
ter and Energy B: Cycles of Mat LS2.Transfer in Ecosystems
blan
k•
Mat
ter
cycl
es b
etw
een
the
air
and
soil
and
amon
g pl
ants
, ani
mal
s,
and
mic
robe
s as
the
se
orga
nism
s liv
e an
d di
e.
Org
anis
ms
obta
in g
ases
, an
d w
ater
, fro
m t
he e
nvi-
ronm
ent,
and
rel
ease
w
aste
mat
ter
(gas
, liq
uid,
or
sol
id)
back
into
the
en
viro
nmen
t. (
5-LS
2-1)
• Fo
od w
ebs
are
mod
els
that
dem
on-
stra
te h
ow m
atte
r an
d en
ergy
are
tr
ansf
erre
d be
twee
n pr
oduc
ers,
con
-su
mer
s, a
nd d
ecom
pose
rs a
s th
e th
ree
grou
ps in
tera
ct w
ithin
an
eco-
syst
em. T
rans
fers
of m
atte
r in
to
and
out
of t
he p
hysi
cal e
nviro
nmen
t oc
cur
at e
very
leve
l. D
ecom
pose
rs
recy
cle
nutr
ient
s fr
om d
ead
plan
t or
ani
mal
mat
ter
back
to
the
soil
in
terr
estr
ial e
nviro
nmen
ts o
r to
the
w
ater
in a
quat
ic e
nviro
nmen
ts. T
he
atom
s th
at m
ake
up t
he o
rgan
ism
s in
an
ecos
yste
m a
re c
ycle
d re
peat
-ed
ly b
etw
een
the
livin
g an
d no
nliv
ing
part
s of
the
eco
syst
em. (
MS-
LS2-
3)
• Ph
otos
ynth
esis
and
cel
lula
r re
spira
tion
(incl
udin
g an
aero
bic
proc
esse
s) p
rovi
de m
ost
of t
he e
nerg
y fo
r lif
e pr
oces
ses.
(H
S-LS
2-3)
• Pl
ants
or
alga
e fo
rm t
he lo
wes
t le
vel o
f th
e fo
od
web
. At
each
link
upw
ard
in a
food
web
, onl
y a
smal
l fra
ctio
n of
the
mat
ter
cons
umed
at
the
low
er
leve
l is
tran
sfer
red
upw
ard,
to
prod
uce
grow
th a
nd
rele
ase
ener
gy in
cel
lula
r re
spira
tion
at t
he h
ighe
r le
vel.
Giv
en t
his
inef
ficie
ncy,
the
re a
re g
ener
ally
fe
wer
org
anis
ms
at h
ighe
r le
vels
of
a fo
od w
eb.
Som
e m
atte
r re
leas
es e
nerg
y fo
r lif
e fu
nctio
ns,
som
e m
atte
r is
sto
red
in n
ewly
mad
e st
ruct
ures
, an
d m
uch
is d
isca
rded
. The
che
mic
al e
lem
ents
tha
t m
ake
up t
he m
olec
ules
of
orga
nism
s pa
ss t
hrou
gh
food
web
s an
d in
to a
nd o
ut o
f th
e at
mos
pher
e an
d so
il, a
nd t
hey
are
com
bine
d an
d re
com
bine
d in
dif-
fere
nt w
ays.
At
each
link
in a
n ec
osys
tem
, mat
ter
and
ener
gy a
re c
onse
rved
. (H
S-LS
2-4)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1591Appendix 12016 California Science Framework
LS2
: E
CO
SY
ST
EM
S:
INT
ER
AC
TIO
NS
, E
NE
RG
Y,
AN
D D
YN
AM
ICS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
Whe
n th
e en
viro
nmen
t ch
ange
s in
way
s th
at
affe
ct a
pla
ce’s
phys
-ic
al c
hara
cter
istic
s,
tem
pera
ture
, or
avai
l-ab
ility
of
reso
urce
s,
som
e or
gani
sms
surv
ive
and
repr
oduc
e, o
ther
s m
ove
to n
ew lo
catio
ns,
yet
othe
rs m
ove
into
th
e tr
ansf
orm
ed e
nvi-
ronm
ent,
and
som
e di
e.
(sec
onda
ry t
o 3-
LS4-
4)
• Ec
osys
tem
s ar
e dy
nam
ic
in n
atur
e; t
heir
char
acte
r-is
tics
can
vary
ove
r tim
e.
Dis
rupt
ions
to
any
phys
i-ca
l or
biol
ogic
al c
ompo
nent
of
an
ecos
yste
m c
an le
ad
to s
hift
s in
its
popu
latio
ns.
(MS-
LS2-
4)•
Biod
iver
sity
des
crib
es t
he
varie
ty o
f sp
ecie
s fo
und
in E
arth
’s te
rres
tria
l and
oc
eani
c ec
osys
tem
s. T
he
com
plet
enes
s or
inte
grity
of
an e
cosy
stem
’s bi
odiv
ersi
ty is
of
ten
used
as
a m
easu
re o
f its
hea
lth. (
MS-
LS2-
5)
• A
com
plex
set
of
inte
ract
ions
with
in a
n ec
osys
tem
ca
n ke
ep it
s nu
mbe
rs a
nd t
ypes
of
orga
nism
s re
lativ
ely
cons
tant
ove
r lo
ng p
erio
ds o
f tim
e un
der
stab
le c
ondi
tions
. If
a m
odes
t bi
olog
ical
or
phys
ical
di
stur
banc
e to
an
ecos
yste
m o
ccur
s, it
may
ret
urn
to
its m
ore
or le
ss o
rigin
al s
tatu
s (i.
e., t
he e
cosy
stem
is
resi
lient
), a
s op
pose
d to
bec
omin
g a
very
diff
eren
t ec
osys
tem
. Ext
rem
e flu
ctua
tions
in c
ondi
tions
or
the
size
of
any
popu
latio
n, h
owev
er, c
an c
halle
nge
the
func
tioni
ng o
f ec
osys
tem
s in
ter
ms
of r
esou
rces
and
ha
bita
t av
aila
bilit
y. (
HS-
LS2-
2) (
HS-
LS2-
6)•
Mor
eove
r, an
thro
poge
nic
chan
ges
(indu
ced
by
hum
an a
ctiv
ity)
in t
he e
nviro
nmen
t—in
clud
ing
habi
tat
dest
ruct
ion,
pol
lutio
n, in
trod
uctio
n of
in
vasi
ve s
peci
es, o
vere
xplo
itatio
n, a
nd c
limat
e ch
ange
—ca
n di
srup
t an
eco
syst
em a
nd t
hrea
ten
the
surv
ival
of
som
e sp
ecie
s. (
HS-
LS2-
7)
LS2.C: Ecosystem Dynamics, and Resilience ioning, Funct
ions LS2.D: Social Interactand Group Behavior
blan
k•
Bein
g pa
rt o
f a
grou
p he
lps
anim
als
obta
in
food
, def
end
them
selv
es,
and
cope
with
cha
nges
. G
roup
s m
ay s
erve
di
ffere
nt fu
nctio
ns a
nd
vary
dra
mat
ical
ly in
siz
e (N
ote:
Mov
ed f
rom
K–2
).
(3-L
S2-1
)
• Ch
ange
s in
bio
dive
rsity
ca
n in
fluen
ce h
uman
s’
reso
urce
s, s
uch
as fo
od,
ener
gy, a
nd m
edic
ines
, as
wel
l as
ecos
yste
m s
ervi
ces
that
hum
ans
rely
on—
for
exam
ple,
wat
er p
urifi
catio
n an
d re
cycl
ing.
(se
cond
ary
to
MS-
LS2-
5)
• G
roup
beh
avio
r ha
s ev
olve
d be
caus
e m
embe
rshi
p ca
n in
crea
se t
he c
hanc
es o
f su
rviv
al fo
r in
divi
dual
s an
d th
eir
gene
tic r
elat
ives
. (H
S-LS
2-8)
1592
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
LS3
: H
ER
ED
ITY
: IN
HE
RIT
AN
CE
AN
D V
AR
IAT
ION
OF
TR
AIT
S
Pri
mar
y S
choo
l (G
rade
s K
–2
)
• Yo
ung
anim
als
are
very
muc
h,
but
not
exac
tly,
like
thei
r pa
rent
s. P
lant
s al
so a
re v
ery
muc
h, b
ut n
ot
exac
tly, l
ike
thei
r pa
rent
s.
(1-L
S3-1
)
Elem
enta
ry S
choo
l (G
rade
s 3
–5
)M
iddl
e G
rade
s (G
rade
s 6
–8
)H
igh
Sch
ool
(Gra
des
9–
12
)
• M
any
char
acte
ristic
s of
org
anis
ms
are
inhe
rited
fro
m t
heir
pare
nts.
(3-
LS3-
1)•
Oth
er c
hara
cter
istic
s re
sult
from
indi
vidu
-al
s’ in
tera
ctio
ns w
ith
the
envi
ronm
ent,
w
hich
can
ran
ge fro
m
diet
to
lear
ning
. Man
y ch
arac
teris
tics
invo
lve
both
inhe
ritan
ce a
nd
envi
ronm
ent.
(3
-LS3
-2)
• G
enes
are
loca
ted
in t
he c
hrom
osom
es
of c
ells
, with
eac
h ch
rom
osom
e pa
ir co
ntai
ning
tw
o va
riant
s of
eac
h of
man
y di
stin
ct g
enes
. Eac
h di
stin
ct g
ene
chie
fly
cont
rols
the
pro
duct
ion
of s
peci
fic p
ro-
tein
s, w
hich
in t
urn
affe
cts
the
trai
ts o
f th
e in
divi
dual
. Cha
nges
(m
utat
ions
) to
ge
nes
can
resu
lt in
cha
nges
to
prot
eins
, w
hich
can
affe
ct t
he s
truc
ture
s an
d fu
nctio
ns o
f the
org
anis
m a
nd t
here
by
chan
ge t
raits
. (M
S-LS
3-1)
• Va
riatio
ns o
f inh
erite
d tr
aits
bet
wee
n pa
rent
and
offs
prin
g ar
ise
from
gen
etic
di
ffere
nces
tha
t re
sult
from
the
sub
set
of c
hrom
osom
es (
and
ther
efor
e ge
nes)
in
herit
ed. (
MS-
LS3-
2)
• Ea
ch c
hrom
osom
e co
nsis
ts o
f a
sing
le v
ery
long
DN
A m
olec
ule,
and
eac
h ge
ne o
n th
e ch
rom
osom
e is
a p
artic
ular
seg
men
t of
tha
t D
NA.
The
inst
ruct
ions
for
form
ing
spec
ies’
ch
arac
teris
tics
are
carr
ied
in D
NA.
All
cells
in
an o
rgan
ism
hav
e th
e sa
me
gene
tic c
onte
nt,
but
the
gene
s us
ed (
expr
esse
d) b
y th
e ce
ll m
ay b
e re
gula
ted
in d
iffer
ent
way
s. N
ot a
ll D
NA
code
s fo
r a
prot
ein;
som
e se
gmen
ts o
f D
NA
are
invo
lved
in r
egul
ator
y or
str
uctu
ral
func
tions
, and
som
e ha
ve n
o as
-yet
kno
wn
func
tion.
(H
S-LS
3-1)
LS3.A: Inheritance of Traits ion of Traits B: Variat LS3.
• In
divi
dual
s of
the
sam
e ki
nd o
f pl
ant
or a
nim
al a
re
reco
gniz
able
as
sim
ilar
but
can
also
var
y in
m
any
way
s.
(1-L
S3-1
)
• D
iffer
ent
orga
nism
s va
ry in
how
the
y lo
ok
and
func
tion
beca
use
they
hav
e di
ffere
nt
inhe
rited
info
rmat
ion.
(3
-LS3
-1)
• Th
e en
viro
nmen
t al
so a
ffect
s th
e tr
aits
th
at a
n or
gani
sm
deve
lops
. (3-
LS3-
2)
• In
sex
ually
rep
rodu
cing
org
anis
ms,
ea
ch p
aren
t co
ntrib
utes
hal
f of
the
ge
nes
acqu
ired
(at
rand
om)
by t
he o
ff-sp
ring.
Ind
ivid
uals
hav
e tw
o of
eac
h ch
rom
osom
e an
d he
nce
two
alle
les
of
each
gen
e, o
ne a
cqui
red
from
eac
h pa
r-en
t. T
hese
ver
sion
s m
ay b
e id
entic
al o
r m
ay d
iffer
fro
m e
ach
othe
r. (M
S-LS
3-2)
• In
add
ition
to
varia
tions
tha
t ar
ise
from
se
xual
rep
rodu
ctio
n, g
enet
ic in
form
atio
n ca
n be
alte
red
beca
use
of m
utat
ions
. Th
ough
rar
e, m
utat
ions
may
res
ult
in
chan
ges
to t
he s
truc
ture
and
func
tion
of
prot
eins
. Som
e ch
ange
s ar
e be
nefic
ial,
othe
rs h
arm
ful,
and
som
e ne
utra
l to
the
orga
nism
. (M
S-LS
3-1)
• In
sex
ual r
epro
duct
ion,
chr
omos
omes
can
so
met
imes
sw
ap s
ectio
ns d
urin
g th
e pr
oces
s of
mei
osis
(ce
ll di
visi
on),
the
reby
cre
atin
g ne
w
gene
tic c
ombi
natio
ns a
nd t
hus
mor
e ge
netic
va
riatio
n. A
lthou
gh D
NA
repl
icat
ion
is t
ight
ly
regu
late
d an
d re
mar
kabl
y ac
cura
te, e
rror
s do
oc
cur
and
resu
lt in
mut
atio
ns, w
hich
are
als
o a
sour
ce o
f ge
netic
var
iatio
n. E
nviro
nmen
tal
fact
ors
can
also
cau
se m
utat
ions
in g
enes
, and
vi
able
mut
atio
ns a
re in
herit
ed. (
HS-
LS3-
2)•
Envi
ronm
enta
l fac
tors
als
o af
fect
exp
ress
ion
of t
raits
, and
hen
ce a
ffect
the
pro
babi
lity
of
occu
rren
ces
of t
raits
in a
pop
ulat
ion.
Thu
s th
e va
riatio
n an
d di
strib
utio
n of
tra
its o
bser
ved
depe
nds
on b
oth
gene
tic a
nd e
nviro
nmen
tal
fact
ors.
(H
S-LS
3-2)
(H
S-LS
3-3)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1593Appendix 12016 California Science Framework
LS4
: B
IOLO
GIC
AL
EV
OLU
TIO
N:
UN
ITY
AN
D D
IVE
RS
ITY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
Som
e ki
nds
of p
lant
s an
d an
imal
s th
at
once
live
d on
Ear
th
are
no lo
nger
foun
d an
ywhe
re. (
Not
e:
mov
ed f
rom
K-2
) (3
-LS4
-1)
• Fo
ssils
pro
vide
ev
iden
ce a
bout
the
ty
pes
of o
rgan
ism
s th
at
lived
long
ago
and
als
o ab
out
the
natu
re o
f th
eir
envi
ronm
ents
. (3
-LS4
-1)
• Th
e co
llect
ion
of fo
ssils
and
the
ir pl
acem
ent
in c
hron
olog
ical
ord
er (
e.g.
, thr
ough
the
lo
catio
n of
the
sed
imen
tary
laye
rs in
whi
ch
they
are
foun
d or
thr
ough
rad
ioac
tive
datin
g) is
kno
wn
as t
he fo
ssil
reco
rd.
It d
ocum
ents
the
exi
sten
ce, d
iver
sity
, ex
tinct
ion,
and
cha
nge
of m
any
life
form
s th
roug
hout
the
his
tory
of
life
on E
arth
. (M
S-LS
4-1)
• An
atom
ical
sim
ilarit
ies
and
diffe
renc
es
betw
een
vario
us o
rgan
ism
s liv
ing
toda
y an
d be
twee
n th
em a
nd o
rgan
ism
s in
the
fo
ssil
reco
rd, e
nabl
e th
e re
cons
truc
tion
of
evol
utio
nary
his
tory
and
the
infe
renc
e of
lin
es o
f ev
olut
iona
ry d
esce
nt. (
MS-
LS4-
2)•
Com
paris
on o
f th
e em
bryo
logi
cal
deve
lopm
ent
of d
iffer
ent
spec
ies
also
re
veal
s si
mila
ritie
s th
at s
how
rel
atio
nshi
ps
not
evid
ent
in t
he fu
lly fo
rmed
ana
tom
y.
(MS-
LS4-
3)
• G
enet
ic in
form
atio
n pr
ovid
es e
vide
nce
of e
volu
tion.
DN
A se
quen
ces
vary
am
ong
spec
ies,
but
the
re a
re m
any
over
laps
; in
fact
, the
ong
oing
bra
nchi
ng
that
pro
duce
s m
ultip
le li
nes
of d
esce
nt
can
be in
ferr
ed b
y co
mpa
ring
the
DN
A se
quen
ces
of d
iffer
ent
orga
nism
s. S
uch
info
rmat
ion
is a
lso
deriv
able
fro
m t
he
sim
ilarit
ies
and
diffe
renc
es in
am
ino
acid
se
quen
ces
and
from
ana
tom
ical
and
em
bryo
logi
cal e
vide
nce.
(H
S-LS
4-1)
ry ncest A: Evidence of Common A LS4.and Diversity LS4.B: Natural Selection
blan
k•
Som
etim
es t
he
diffe
renc
es in
ch
arac
teris
tics
betw
een
indi
vidu
als
of t
he s
ame
spec
ies
prov
ide
adva
ntag
es
in s
urvi
ving
, fin
ding
mat
es, a
nd
repr
oduc
ing.
(3-
LS4-
2)
• N
atur
al s
elec
tion
lead
s to
the
pre
dom
inan
ce
of c
erta
in t
raits
in a
pop
ulat
ion,
and
the
su
ppre
ssio
n of
oth
ers.
(M
S-LS
4-4)
• In
art
ifici
al s
elec
tion,
hum
ans
have
the
ca
paci
ty t
o in
fluen
ce c
erta
in c
hara
cter
istic
s of
org
anis
ms
by s
elec
tive
bree
ding
. One
can
ch
oose
des
ired
pare
ntal
tra
its d
eter
min
ed
by g
enes
, whi
ch a
re t
hen
pass
ed o
n to
off-
sprin
g. (
MS-
LS4-
5)
• N
atur
al s
elec
tion
occu
rs o
nly
if th
ere
is b
oth
(1)
varia
tion
in t
he g
enet
ic
info
rmat
ion
betw
een
orga
nism
s in
a
popu
latio
n an
d (2
) va
riatio
n in
the
ex
pres
sion
of
that
gen
etic
info
rmat
ion—
that
is, t
rait
varia
tion—
that
lead
s to
di
ffere
nces
in p
erfo
rman
ce a
mon
g in
divi
dual
s. (
HS-
LS4-
2) (
HS-
LS4-
3)•
The
trai
ts t
hat
posi
tivel
y af
fect
sur
viva
l ar
e m
ore
likel
y to
be
repr
oduc
ed,
and
thus
are
mor
e co
mm
on in
the
po
pula
tion.
(H
S LS
4 3)
1594
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
LS4
: B
IOLO
GIC
AL
EV
OLU
TIO
N:
UN
ITY
AN
D D
IVE
RS
ITY
Pri
mar
y S
choo
l (G
rade
s K
–2
)
Elem
enta
ry S
choo
l (G
rade
s 3
–5
)M
iddl
e G
rade
s (G
rade
s 6
–8
)H
igh
Sch
ool
(Gra
des
9–
12
)
blan
k•
For
any
part
icul
ar
envi
ronm
ent,
som
e ki
nds
of o
rgan
ism
s su
rviv
e w
ell,
som
e su
rviv
e le
ss w
ell,
and
som
e ca
nnot
sur
vive
at
all.
(3-
LS4-
3)
• Ad
apta
tion
by n
atur
al s
elec
tion
actin
g ov
er g
ener
atio
ns is
on
e im
port
ant
proc
ess
by
whi
ch s
peci
es c
hang
e ov
er
time
in r
espo
nse
to c
hang
es
in e
nviro
nmen
tal c
ondi
tions
. Tr
aits
tha
t su
ppor
t su
cces
sful
su
rviv
al a
nd r
epro
duct
ion
in
the
new
env
ironm
ent
beco
me
mor
e co
mm
on;
thos
e th
at d
o no
t be
com
e le
ss c
omm
on.
Thus
, the
dis
trib
utio
n of
tra
its
in a
pop
ulat
ion
chan
ges.
(M
S-LS
4-6)
• Ev
olut
ion
is a
con
sequ
ence
of
the
inte
ract
ion
of fo
ur
fact
ors:
(1)
the
pot
entia
l for
a s
peci
es t
o in
crea
se in
nu
mbe
r, (2
) th
e ge
netic
var
iatio
n of
indi
vidu
als
in a
sp
ecie
s du
e to
mut
atio
n an
d se
xual
rep
rodu
ctio
n, (
3)
com
petit
ion
for
an e
nviro
nmen
t’s li
mite
d su
pply
of
the
reso
urce
s th
at in
divi
dual
s ne
ed in
ord
er t
o su
rviv
e an
d re
prod
uce,
and
(4)
the
ens
uing
pro
lifer
atio
n of
tho
se
orga
nism
s th
at a
re b
ette
r ab
le t
o su
rviv
e an
d re
prod
uce
in t
hat
envi
ronm
ent.
(H
S-LS
4-2)
• N
atur
al s
elec
tion
lead
s to
ada
ptat
ion,
res
ultin
g in
a
popu
latio
n do
min
ated
by
orga
nism
s th
at a
re a
nato
mic
ally
, be
havi
oral
ly, a
nd p
hysi
olog
ical
ly w
ell s
uite
d to
sur
vive
an
d re
prod
uce
in a
spe
cific
env
ironm
ent.
Tha
t is
, the
di
ffere
ntia
l sur
viva
l and
rep
rodu
ctio
n of
org
anis
ms
in
a po
pula
tion
that
hav
e an
adv
anta
geou
s he
ritab
le t
rait
lead
s to
an
incr
ease
in t
he p
ropo
rtio
n of
indi
vidu
als
in
futu
re g
ener
atio
ns t
hat
have
the
tra
it an
d to
a d
ecre
ase
in t
he p
ropo
rtio
n of
indi
vidu
als
that
do
not.
(H
S-LS
4-3)
(H
S-LS
4-4)
• Ad
apta
tion
also
mea
ns t
hat
the
dist
ribut
ion
of t
raits
in a
po
pula
tion
can
chan
ge w
hen
cond
ition
s ch
ange
. (H
S-LS
4-3)
• Ch
ange
s in
the
phy
sica
l env
ironm
ent,
whe
ther
nat
ural
ly
occu
rrin
g or
hum
an in
duce
d, h
ave
thus
con
trib
uted
to
the
exp
ansi
on o
f so
me
spec
ies,
the
em
erge
nce
of n
ew d
istin
ct s
peci
es a
s po
pula
tions
div
erge
und
er
diffe
rent
con
ditio
ns, a
nd t
he d
eclin
e–an
d so
met
imes
the
ex
tinct
ion–
of s
ome
spec
ies.
(H
S-LS
4-5)
(H
S-LS
4-6)
• Sp
ecie
s be
com
e ex
tinct
bec
ause
the
y ca
n no
long
er
surv
ive
and
repr
oduc
e in
the
ir al
tere
d en
viro
nmen
t. I
f m
embe
rs c
anno
t ad
just
to
chan
ge t
hat
is t
oo fa
st o
r dr
astic
, the
opp
ortu
nity
for
the
spec
ies’
evo
lutio
n is
lost
. (H
S-LS
4-5)
ation dapt C: A LS4.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1595Appendix 12016 California Science Framework
EA
RT
H A
ND
SP
AC
E S
CIE
NC
E
ES
S1
: E
AR
TH
’S P
LAC
E I
N T
HE
UN
IVE
RS
E
LS4
: B
IOLO
GIC
AL
EV
OLU
TIO
N:
UN
ITY
AN
D D
IVE
RS
ITY
Pri
mar
y S
choo
l (G
rade
s K
–2
)
Elem
enta
ry
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Th
ere
are
man
y di
ffere
nt k
inds
of
livin
g th
ings
in a
ny
area
, and
the
y ex
ist
in d
iffer
ent
plac
es
on la
nd a
nd in
w
ater
. (2-
LS4-
1)
• Po
pula
tions
live
in
a v
arie
ty o
f ha
bita
ts, a
nd
chan
ge in
tho
se
habi
tats
affe
cts
the
orga
nism
s liv
ing
ther
e. (
3-LS
4-4)
• Bi
odiv
ersi
ty is
incr
ease
d by
the
form
atio
n of
new
spe
cies
(s
peci
atio
n) a
nd d
ecre
ased
by
the
loss
of
spec
ies
(ext
inct
ion)
. (s
econ
dary
to
HS-
LS2-
7)
• H
uman
s de
pend
on
the
livin
g w
orld
for
the
reso
urce
s an
d ot
her
bene
fits
prov
ided
by
biod
iver
sity
. But
hum
an a
ctiv
ity is
als
o ha
ving
ad
vers
e im
pact
s on
bio
dive
rsity
thr
ough
ove
rpop
ulat
ion,
ove
rex-
ploi
tatio
n, h
abita
t de
stru
ctio
n, p
ollu
tion,
intr
oduc
tion
of in
vasi
ve
spec
ies,
and
clim
ate
chan
ge. T
hus
sust
aini
ng b
iodi
vers
ity s
o th
at e
cosy
stem
func
tioni
ng a
nd p
rodu
ctiv
ity a
re m
aint
aine
d is
es
sent
ial t
o su
ppor
ting
and
enha
ncin
g lif
e on
Ear
th. S
usta
inin
g bi
odiv
ersi
ty a
lso
aids
hum
anity
by
pres
ervi
ng la
ndsc
apes
of
recr
e-at
iona
l or
insp
iratio
nal v
alue
. (se
cond
ary
to H
S-LS
2-7)
(H
S-LS
4-6)
D: Biodiversity LS4. ars A: The Universe and Its St ESS1.
• Pa
tter
ns o
f th
e m
otio
n of
the
su
n, m
oon,
and
st
ars
in t
he s
ky
can
be o
bser
ved,
de
scrib
ed, a
nd
pred
icte
d.
(1-E
SS1-
1)
• Th
e su
n is
a s
tar
that
app
ears
larg
er
and
brig
hter
tha
n ot
her
star
s be
caus
e it
is c
lose
r to
Ear
th.
Star
s ra
nge
grea
tly
in t
heir
dist
ance
fr
om E
arth
. (5
-ESS
1-1)
• Pa
tter
ns o
f th
e ap
pare
nt m
otio
n of
th
e su
n, t
he m
oon,
an
d st
ars
in t
he s
ky
can
be o
bser
ved,
de
scrib
ed, p
redi
cted
, an
d ex
plai
ned
with
m
odel
s.
(MS-
ESS1
-1)
• Ea
rth
and
its s
olar
sy
stem
are
par
t of
the
Milk
y W
ay
gala
xy, w
hich
is o
ne
of m
any
gala
xies
in
the
univ
erse
. (M
S-ES
S1-2
)
• Th
e st
ar c
alle
d th
e su
n is
cha
ngin
g an
d w
ill b
urn
out
over
a
lifes
pan
of a
ppro
xim
atel
y 10
bill
ion
year
s. (
HS-
ESS1
-1)
• Th
e st
udy
of s
tars
’ lig
ht s
pect
ra a
nd b
right
ness
is u
sed
to id
entif
y co
mpo
sitio
nal e
lem
ents
of
star
s, t
heir
mov
emen
ts, a
nd t
heir
dist
ance
s fr
om E
arth
. (H
S-ES
S1-2
) (H
S-ES
S1-3
)•
The
Big
Bang
the
ory
is s
uppo
rted
by
obse
rvat
ions
of
dist
ant
gala
xies
rec
edin
g fr
om o
ur o
wn,
of
the
mea
sure
d co
mpo
sitio
n of
sta
rs a
nd n
on-s
tella
r ga
ses,
and
of
the
map
s of
spe
ctra
of
the
prim
ordi
al r
adia
tion
(cos
mic
mic
row
ave
back
grou
nd)
that
stil
l fills
th
e un
iver
se. (
HS-
ESS1
-2)
• O
ther
tha
n th
e hy
drog
en a
nd h
eliu
m fo
rmed
at
the
time
of
the
Big
Bang
, nuc
lear
fusi
on w
ithin
sta
rs p
rodu
ces
all a
tom
ic
nucl
ei li
ghte
r th
an a
nd in
clud
ing
iron,
and
the
pro
cess
rel
ease
s el
ectr
omag
netic
ene
rgy.
Hea
vier
ele
men
ts a
re p
rodu
ced
whe
n ce
rtai
n m
assi
ve s
tars
ach
ieve
a s
uper
nova
sta
ge a
nd e
xplo
de.
(HS-
ESS1
- 2)
(H
S-ES
S1-3
)
1596
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
ES
S1
: E
AR
TH
’S P
LAC
E I
N T
HE
UN
IVE
RS
E
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Se
ason
al
patt
erns
of
sunr
ise
and
suns
et c
an
be o
bser
ved,
de
scrib
ed, a
nd
pred
icte
d.
(1-E
SS1-
2)
• Th
e or
bits
of
Eart
h ar
ound
the
sun
and
of
the
moo
n ar
ound
Ear
th,
toge
ther
with
the
rot
atio
n of
Ear
th a
bout
an
axis
be
twee
n its
Nor
th a
nd
Sout
h po
les,
cau
se
obse
rvab
le p
atte
rns.
Th
ese
incl
ude
day
and
nigh
t; d
aily
cha
nges
in
the
leng
th a
nd d
irect
ion
of s
hado
ws;
and
diff
eren
t po
sitio
ns o
f th
e su
n,
moo
n, a
nd s
tars
at
diffe
rent
tim
es o
f th
e da
y,
mon
th, a
nd y
ear.
(5
-ESS
1-2)
• Th
e so
lar
syst
em c
onsi
sts
of t
he s
un a
nd
a co
llect
ion
of o
bjec
ts, i
nclu
ding
pla
nets
, th
eir
moo
ns, a
nd a
ster
oids
tha
t ar
e he
ld
in o
rbit
arou
nd t
he s
un b
y its
gra
vita
tiona
l pu
ll on
the
m. (
MS-
ESS1
-2)
(MS-
ESS1
-3)
• Th
is m
odel
of
the
sola
r sy
stem
can
ex
plai
n ec
lipse
s of
the
sun
and
the
moo
n.
Eart
h’s
spin
axi
s is
fixe
d in
dire
ctio
n ov
er
the
shor
t-te
rm, b
ut t
ilted
rel
ativ
e to
its
orbi
t ar
ound
the
sun
. The
sea
sons
are
a
resu
lt of
tha
t til
t an
d ar
e ca
used
by
the
diffe
rent
ial i
nten
sity
of
sunl
ight
on
diffe
rent
are
as o
f Ea
rth
acro
ss t
he y
ear.
(MS-
ESS1
-1)
• Th
e so
lar
syst
em a
ppea
rs t
o ha
ve fo
rmed
fr
om a
dis
k of
dus
t an
d ga
s, d
raw
n to
geth
er b
y gr
avity
. (M
S-ES
S1-2
)
• Ke
pler
’s la
ws
desc
ribe
com
mon
feat
ures
of
the
mot
ions
of
orbi
ting
obje
cts,
in
clud
ing
thei
r el
liptic
al p
aths
aro
und
the
sun.
Orb
its m
ay c
hang
e du
e to
the
gr
avita
tiona
l effe
cts
from
, or
colli
sion
s w
ith, o
ther
obj
ects
in t
he s
olar
sys
tem
. (H
S-ES
S1-4
)•
Cycl
ical
cha
nges
in t
he s
hape
of
Eart
h’s
orbi
t ar
ound
the
sun
, tog
ethe
r w
ith
chan
ges
in t
he t
ilt o
f th
e pl
anet
’s ax
is o
f ro
tatio
n, b
oth
occu
rrin
g ov
er h
undr
eds
of t
hous
ands
of
year
s, h
ave
alte
red
the
inte
nsity
and
dis
trib
utio
n of
sun
light
fa
lling
on
the
eart
h. T
hese
phe
nom
ena
caus
e a
cycl
e of
ice
ages
and
oth
er
grad
ual c
limat
e ch
ange
s. (
seco
ndar
y to
H
S-ES
S2-4
)
he Solar System h and t B: Eart ESS1. Earth ory of Plant C: The Hist ESS1.
• So
me
even
ts
happ
en v
ery
quic
kly;
oth
ers
occu
r ve
ry
slow
ly, o
ver
a tim
e pe
riod
muc
h lo
nger
th
an o
ne c
an
obse
rve.
(2
-ESS
1-1)
• Lo
cal,
regi
onal
, and
gl
obal
pat
tern
s of
ro
ck fo
rmat
ions
rev
eal
chan
ges
over
tim
e du
e to
ear
th fo
rces
, suc
h as
ear
thqu
akes
. The
pr
esen
ce a
nd lo
catio
n of
cer
tain
foss
il ty
pes
indi
cate
the
ord
er in
w
hich
roc
k la
yers
wer
e fo
rmed
. (4-
ESS1
-1)
• Th
e ge
olog
ic t
ime
scal
e in
terp
rete
d fr
om
rock
str
ata
prov
ides
a w
ay t
o or
gani
ze
Eart
h’s
hist
ory.
Ana
lyse
s of
roc
k st
rata
an
d th
e fo
ssil
reco
rd p
rovi
de o
nly
rela
tive
date
s, n
ot a
n ab
solu
te s
cale
. (M
S-ES
S1-4
)•
Tect
onic
pro
cess
es c
ontin
ually
gen
erat
e ne
w o
cean
sea
floo
r at
rid
ges
and
dest
roy
old
sea
floor
at
tren
ches
. (H
S-ES
S1-C
G
BE)
(sec
onda
ry t
o M
S-ES
S2-3
)
• Co
ntin
enta
l roc
ks, w
hich
can
be
olde
r th
an 4
bill
ion
year
s, a
re g
ener
ally
muc
h ol
der
than
the
roc
ks o
f th
e oc
ean
floor
, w
hich
are
less
tha
n 20
0 m
illio
n ye
ars
old.
(H
S-ES
S1-5
)•
Alth
ough
act
ive
geol
ogic
pro
cess
es, s
uch
as p
late
tec
toni
cs a
nd e
rosi
on, h
ave
dest
roye
d or
alte
red
mos
t of
the
ver
y ea
rly r
ock
reco
rd o
n Ea
rth,
oth
er o
bjec
ts
in t
he s
olar
sys
tem
, suc
h as
luna
r ro
cks,
as
tero
ids,
and
met
eorit
es, h
ave
chan
ged
little
ove
r bi
llion
s of
yea
rs. S
tudy
ing
thes
e ob
ject
s ca
n pr
ovid
e in
form
atio
n ab
out
Eart
h’s
form
atio
n an
d ea
rly
hist
ory.
(H
S-ES
S1-6
)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1597Appendix 12016 California Science Framework
ES
S2
: E
AR
TH
’S S
YS
TE
MS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• W
ind
and
wat
er c
an
chan
ge t
he s
hape
of
the
land
. (2-
ESS2
-1)
• Ra
infa
ll he
lps
to s
hape
the
la
nd a
nd a
ffect
s th
e ty
pes
of li
ving
thi
ngs
foun
d in
a
regi
on. W
ater
, ice
, win
d, li
ving
or
gani
sms,
and
gra
vity
bre
ak
rock
s, s
oils
, and
sed
imen
ts
into
sm
alle
r pa
rtic
les
and
mov
e th
em a
roun
d. (
4-ES
S2-1
)•
Eart
h’s
maj
or s
yste
ms
are
the
geos
pher
e (s
olid
and
mol
ten
rock
, soi
l, an
d se
dim
ents
), t
he
hydr
osph
ere
(wat
er a
nd ic
e),
the
atm
osph
ere
(air)
, and
th
e bi
osph
ere
(livi
ng t
hing
s,
incl
udin
g hu
man
s). T
hese
sy
stem
s in
tera
ct in
mul
tiple
w
ays
to a
ffect
Ear
th’s
surf
ace
mat
eria
ls a
nd p
roce
sses
. The
oc
ean
supp
orts
a v
arie
ty o
f ec
osys
tem
s an
d or
gani
sms,
sh
apes
land
form
s, a
nd
influ
ence
s cl
imat
e. W
inds
an
d cl
ouds
in t
he a
tmos
pher
e in
tera
ct w
ith t
he la
ndfo
rms
to d
eter
min
e pa
tter
ns o
f w
eath
er. (
5-ES
S2-1
)
• Al
l Ear
th p
roce
sses
are
the
re
sult
of e
nerg
y flo
win
g an
d m
atte
r cy
clin
g w
ithin
and
am
ong
the
plan
et’s
syst
ems.
Th
is e
nerg
y is
der
ived
fr
om t
he s
un a
nd E
arth
’s ho
t in
terio
r. Th
e en
ergy
th
at fl
ows
and
mat
ter
that
cy
cles
pro
duce
che
mic
al
and
phys
ical
cha
nges
in
Eart
h’s
mat
eria
ls a
nd li
ving
or
gani
sms.
(M
S-ES
S2-1
)•
The
plan
et’s
syst
ems
inte
ract
ov
er s
cale
s th
at r
ange
fr
om m
icro
scop
ic t
o gl
obal
in
siz
e, a
nd t
hey
oper
ate
over
fra
ctio
ns o
f a
seco
nd
to b
illio
ns o
f ye
ars.
The
se
inte
ract
ions
hav
e sh
aped
Ea
rth’
s hi
stor
y an
d w
ill
dete
rmin
e its
futu
re.
(MS-
ESS2
-2)
• Ea
rth’
s sy
stem
s, b
eing
dyn
amic
and
in
tera
ctin
g, c
ause
feed
back
effe
cts
that
can
in
crea
se o
r de
crea
se t
he o
rigin
al c
hang
es.
(HS-
ESS2
-1)
(HS-
ESS2
-2)
• Ev
iden
ce f
rom
dee
p pr
obes
and
sei
smic
w
aves
, rec
onst
ruct
ions
of
hist
oric
al c
hang
es
in E
arth
’s su
rfac
e an
d its
mag
netic
fiel
d, a
nd
an u
nder
stan
ding
of
phys
ical
and
che
mic
al
proc
esse
s le
ad t
o a
mod
el o
f Ea
rth
with
a
hot
but
solid
inne
r co
re, a
liqu
id o
uter
cor
e,
a so
lid m
antle
, and
a s
olid
cru
st. M
otio
ns
of t
he m
antle
and
its
plat
es o
ccur
prim
arily
th
roug
h th
erm
al c
onve
ctio
n, w
hich
invo
lves
th
e cy
clin
g of
mat
ter
due
to t
he o
utw
ard
flow
of
ener
gy fro
m E
arth
’s in
terio
r an
d gr
avita
tiona
l mov
emen
t of
den
ser
mat
eria
ls
tow
ard
the
inte
rior.
(HS-
ESS2
-3)
• Th
e ge
olog
ical
rec
ord
show
s th
at c
hang
es
to g
loba
l and
reg
iona
l clim
ate
can
be
caus
ed b
y in
tera
ctio
ns a
mon
g ch
ange
s in
th
e su
n’s
ener
gy o
utpu
t or
Ear
th’s
orbi
t,
tect
onic
eve
nts,
oce
an c
ircul
atio
n, v
olca
nic
activ
ity, g
laci
ers,
veg
etat
ion,
and
hum
an
activ
ities
. The
se c
hang
es c
an o
ccur
on
a va
riety
of
time
scal
es fro
m s
udde
n (e
.g.,
volc
anic
ash
clo
uds)
to
inte
rmed
iate
(ic
e ag
es)
to v
ery
long
-ter
m t
ecto
nic
cycl
es.
(HS-
ESS2
-4)
erials and Systems h Mat A: Eart ESS2.
1598
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
ES
S2
: E
AR
TH
’S S
YS
TE
MS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• M
aps
show
whe
re
thin
gs a
re lo
cate
d.
One
can
map
the
sh
apes
and
kin
ds o
f la
nd a
nd w
ater
in
any
area
. (2-
ESS2
-2)
• Th
e lo
catio
ns o
f m
ount
ain
rang
es, d
eep
ocea
n tr
ench
es, o
cean
floo
r st
ruct
ures
, ear
thqu
akes
, an
d vo
lcan
oes
occu
r in
pa
tter
ns. M
ost
eart
hqua
kes
and
volc
anoe
s oc
cur
in
band
s th
at a
re o
ften
alo
ng
the
boun
darie
s be
twee
n co
ntin
ents
and
oce
ans.
M
ajor
mou
ntai
n ch
ains
fo
rm in
side
con
tinen
ts o
r ne
ar t
heir
edge
s. M
aps
can
help
loca
te t
he d
iffer
ent
land
and
wat
er fe
atur
es
area
s of
Ear
th. (
4 ES
S2-2
)
• M
aps
of a
ncie
nt la
nd a
nd w
ater
pa
tter
ns, b
ased
on
inve
stig
atio
ns o
f ro
cks
and
foss
ils, m
ake
clea
r ho
w
Eart
h’s
plat
es h
ave
mov
ed g
reat
di
stan
ces,
col
lided
, and
spr
ead
apar
t.
(MS-
ESS2
-3)
• Th
e ra
dioa
ctiv
e de
cay
of u
nsta
ble
isot
opes
con
tinua
lly g
ener
ates
ne
w e
nerg
y w
ithin
Ear
th’s
crus
t an
d m
antle
, pro
vidi
ng t
he p
rimar
y so
urce
of
the
heat
tha
t dr
ives
man
tle
conv
ectio
n. P
late
tec
toni
cs c
an b
e vi
ewed
as
the
surf
ace
expr
essi
on o
f m
antle
con
vect
ion.
(H
S-ES
S2-3
)•
Plat
e te
cton
ics
is t
he u
nify
ing
theo
ry
that
exp
lain
s th
e pa
st a
nd c
urre
nt
mov
emen
ts o
f th
e ro
cks
at E
arth
’s su
rfac
e an
d pr
ovid
es a
fra
mew
ork
for
unde
rsta
ndin
g its
geo
logi
c hi
stor
y.
(ESS
2.B
grad
e ei
ght
GBE
) (H
S-ES
S2-1
) (s
econ
dary
to
HS-
ESS1
-5)
onics and Large-eractions
B: Plate Tect ESS2.Scale System Int
C: The Roles of Waterhs Surface
ESS2.in Eart
• W
ater
is fo
und
in t
he
ocea
n, r
iver
s, la
kes,
an
d po
nds.
Wat
er
exis
ts a
s so
lid ic
e an
d in
liqu
id fo
rm.
(2-E
SS2-
3)
• N
early
all
of E
arth
’s av
aila
ble
wat
er is
in t
he
ocea
n. M
ost
fres
h w
ater
is
in g
laci
ers
or u
nder
grou
nd;
only
a t
iny
frac
tion
is in
st
ream
s, la
kes,
wet
land
s,
and
the
atm
osph
ere.
(5
-ESS
2-2)
• W
ater
con
tinua
lly c
ycle
s am
ong
land
, oce
an, a
nd a
tmos
pher
e vi
a tr
ansp
iratio
n, e
vapo
ratio
n,
cond
ensa
tion
and
crys
talli
zatio
n,
and
prec
ipita
tion,
as
wel
l as
dow
nhill
flo
ws
on la
nd. (
MS-
ESS2
-4)
• Th
e co
mpl
ex p
atte
rns
of t
he c
hang
es
and
the
mov
emen
t of
wat
er in
the
at
mos
pher
e—de
term
ined
by
win
ds,
land
form
s, a
nd o
cean
tem
pera
ture
s an
d cu
rren
ts—
are
maj
or d
eter
min
ants
of
loca
l wea
ther
pat
tern
s.
(MS-
ESS2
-5)
• Th
e ab
unda
nce
of li
quid
wat
er
on E
arth
’s su
rfac
e an
d its
uni
que
com
bina
tion
of p
hysi
cal a
nd c
hem
ical
pr
oper
ties
are
cent
ral t
o th
e pl
anet
’s dy
nam
ics.
The
se p
rope
rtie
s in
clud
e w
ater
’s ex
cept
iona
l cap
acity
to
abso
rb, s
tore
, and
rel
ease
larg
e am
ount
s of
ene
rgy,
tra
nsm
it su
nlig
ht,
expa
nd u
pon
free
zing
, dis
solv
e an
d tr
ansp
ort
mat
eria
ls, a
nd lo
wer
the
vi
scos
ities
and
mel
ting
poin
ts o
f ro
cks.
(H
S-ES
S2-5
)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1599Appendix 12016 California Science Framework
ES
S2
: E
AR
TH
’S S
YS
TE
MS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
kbl
ank
• G
loba
l mov
emen
ts o
f w
ater
and
its
chan
ges
in fo
rm a
re p
rope
lled
by
sunl
ight
and
gra
vity
. (M
S-ES
S2-4
)•
Varia
tions
in d
ensi
ty d
ue t
o va
riatio
ns
in t
empe
ratu
re a
nd s
alin
ity d
rive
a gl
obal
pat
tern
of
inte
rcon
nect
ed o
cean
cu
rren
ts. (
MS-
ESS2
-6)
• W
ater
’s m
ovem
ents
—bo
th o
n th
e la
nd
and
unde
rgro
und—
caus
e w
eath
erin
g an
d er
osio
n, w
hich
cha
nge
the
land
’s su
rfac
e fe
atur
es a
nd c
reat
e un
derg
roun
d fo
rmat
ions
. (M
S-ES
S2-2
)
blan
k
C: The Roles of Waterhs Surface
ESS2.in Eart
her and Climate D: Weat ESS2.
• W
eath
er is
the
co
mbi
natio
n of
sun
light
, w
ind,
sno
w o
r ra
in,
and
tem
pera
ture
in a
pa
rtic
ular
reg
ion
at a
pa
rtic
ular
tim
e.•
Peop
le m
easu
re t
hese
co
nditi
ons
to d
escr
ibe
and
reco
rd t
he w
eath
er a
nd t
o no
tice
patt
erns
ove
r tim
e.
(K-E
SS2-
1)
• Sc
ient
ists
rec
ord
patt
erns
of
the
wea
ther
acr
oss
diffe
rent
tim
es a
nd a
reas
so
tha
t th
ey c
an m
ake
pred
ictio
ns a
bout
wha
t ki
nd o
f w
eath
er m
ight
ha
ppen
nex
t. (
3-ES
S2-1
)•
Clim
ate
desc
ribes
a
rang
e of
an
area
’s ty
pica
l w
eath
er c
ondi
tions
and
th
e ex
tent
to
whi
ch t
hose
co
nditi
ons
vary
ove
r ye
ars.
(3-
ESS2
-2)
• W
eath
er a
nd c
limat
e ar
e in
fluen
ced
by in
tera
ctio
ns in
volv
ing
sunl
ight
, the
oc
ean,
the
atm
osph
ere,
ice,
land
form
s,
and
livin
g th
ings
. The
se in
tera
ctio
ns
vary
with
latit
ude,
alti
tude
, and
loca
l an
d re
gion
al g
eogr
aphy
, all
of w
hich
ca
n af
fect
oce
anic
and
atm
osph
eric
flo
w p
atte
rns.
(M
S-ES
S2-6
)•
Beca
use
thes
e pa
tter
ns a
re s
o co
mpl
ex, w
eath
er c
an o
nly
be
pred
icte
d pr
obab
ilist
ical
ly. (
MS-
ESS2
-5)
• Th
e oc
ean
exer
ts a
maj
or in
fluen
ce
on w
eath
er a
nd c
limat
e by
abs
orbi
ng
ener
gy fro
m t
he s
un, r
elea
sing
it o
ver
time,
and
glo
bally
red
istr
ibut
ing
it th
roug
h oc
ean
curr
ents
. (M
S-ES
S2-6
)
• Th
e fo
unda
tion
for
Eart
h’s
glob
al c
limat
e sy
stem
s is
the
el
ectr
omag
netic
rad
iatio
n fr
om t
he s
un, a
s w
ell a
s its
re
flect
ion,
abs
orpt
ion,
sto
rage
, an
d re
dist
ribut
ion
amon
g th
e at
mos
pher
e, o
cean
, and
land
sy
stem
s, a
nd t
his
ener
gy’s
re-r
adia
tion
into
spa
ce.
(HS-
ESS2
-4)
• G
radu
al a
tmos
pher
ic c
hang
es
wer
e du
e to
pla
nts
and
othe
r or
gani
sms
that
cap
ture
d ca
rbon
di
oxid
e an
d re
leas
ed o
xyge
n.
(HS-
ESS2
-6)
(HS-
ESS2
-7)
1600
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
ES
S2
: E
AR
TH
’S S
YS
TE
MS
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
kbl
ank
blan
k•
Chan
ges
in t
he a
tmos
pher
e du
e to
hum
an
activ
ity h
ave
incr
ease
d ca
rbon
dio
xide
co
ncen
trat
ions
and
thu
s af
fect
clim
ate.
(H
S-ES
S2-6
) (H
S-ES
S2-4
)•
Curr
ent
mod
els
pred
ict
that
, alth
ough
futu
re
regi
onal
clim
ate
chan
ges
will
be
com
plex
an
d va
ried,
ave
rage
glo
bal t
empe
ratu
res
will
co
ntin
ue t
o ris
e. T
he o
utco
mes
pre
dict
ed b
y gl
obal
clim
ate
mod
els
stro
ngly
dep
end
on t
he
amou
nts
of h
uman
-gen
erat
ed g
reen
hous
e ga
ses
adde
d to
the
atm
osph
ere
each
yea
r an
d by
the
way
s in
whi
ch t
hese
gas
es a
re
abso
rbed
by
the
ocea
n an
d bi
osph
ere.
(s
econ
dary
to
HS-
ESS3
-6)
her and Climate D: Weat ESS2. E: Biogeology ESS2.
• Pl
ants
and
ani
mal
s ca
n ch
ange
the
ir en
viro
nmen
t.
(K-E
SS2-
2)
• Li
ving
thi
ngs
affe
ct t
he
phys
ical
cha
ract
eris
tics
of
thei
r re
gion
s. (
4-ES
S2-1
)
blan
k•
The
man
y dy
nam
ic a
nd d
elic
ate
feed
back
s be
twee
n th
e bi
osph
ere
and
othe
r Ea
rth
syst
ems
caus
e a
cont
inua
l co-
evol
utio
n of
Ea
rth’
s su
rfac
e an
d th
e lif
e th
at e
xist
s on
it.
(HS-
ESS2
-7)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1601Appendix 12016 California Science Framework
ES
S3
: E
AR
TH
AN
D H
UM
AN
AC
TIV
ITY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Li
ving
thi
ngs
need
wat
er, a
ir,
and
reso
urce
s fr
om t
he la
nd,
and
they
live
in p
lace
s th
at
have
the
thi
ngs
they
nee
d.
Hum
ans
use
natu
ral r
esou
rces
fo
r ev
eryt
hing
the
y do
. (K
-ESS
3-1)
• En
ergy
and
fuel
s th
at
hum
ans
use
are
deriv
ed
from
nat
ural
sou
rces
, an
d th
eir
use
affe
cts
the
envi
ronm
ent
in m
ultip
le
way
s. S
ome
reso
urce
s ar
e re
new
able
ove
r tim
e, a
nd
othe
rs a
re n
ot. (
4-ES
S3-1
)
• H
uman
s de
pend
on
Eart
h’s
land
, oce
an, a
tmos
pher
e, a
nd
bios
pher
e fo
r m
any
diffe
rent
re
sour
ces.
Min
eral
s, fre
sh
wat
er, a
nd b
iosp
here
res
ourc
es
are
limite
d, a
nd m
any
are
not
rene
wab
le o
r re
plac
eabl
e ov
er h
uman
life
times
. The
se
reso
urce
s ar
e di
strib
uted
un
even
ly a
roun
d th
e pl
anet
as
a r
esul
t of
pas
t ge
olog
ic
proc
esse
s. (
MS-
ESS3
-1)
• Re
sour
ce a
vaila
bilit
y ha
s gu
ided
th
e de
velo
pmen
t of
hum
an
soci
ety.
(H
S-ES
S3-1
)•
All f
orm
s of
ene
rgy
prod
uctio
n an
d ot
her
reso
urce
ext
ract
ion
have
ass
ocia
ted
econ
omic
, soc
ial,
envi
ronm
enta
l, an
d ge
opol
itica
l co
sts
and
risks
as
wel
l as
bene
fits.
New
tec
hnol
ogie
s an
d so
cial
reg
ulat
ions
can
cha
nge
the
bala
nce
of t
hese
fact
ors.
(H
S-ES
S3-2
)
ural Resources at A: N ESS3. atural B: N ESS3.Hazards
• So
me
kind
s of
sev
ere
wea
ther
ar
e m
ore
likel
y th
an o
ther
s in
a
give
n re
gion
. Wea
ther
sci
entis
ts
fore
cast
sev
ere
wea
ther
so
that
th
e co
mm
uniti
es c
an p
repa
re
for
and
resp
ond
to t
hese
ev
ents
. (K-
ESS3
-2)
• A
varie
ty o
f na
tura
l ha
zard
s re
sult
from
nat
ural
pr
oces
ses.
Hum
ans
cann
ot
elim
inat
e na
tura
l haz
ards
bu
t ca
n ta
ke s
teps
to
redu
ce t
heir
impa
cts.
(3
-ESS
3-1)
(4-
ESS3
-2)
• M
appi
ng t
he h
isto
ry o
f na
tura
l ha
zard
s in
a r
egio
n, c
ombi
ned
with
an
unde
rsta
ndin
g of
re
late
d ge
olog
ic fo
rces
, can
he
lp fo
reca
st t
he lo
catio
ns a
nd
likel
ihoo
ds o
f fu
ture
eve
nts.
(M
S-ES
S3-2
)
• N
atur
al h
azar
ds a
nd o
ther
ge
olog
ic e
vent
s ha
ve s
hape
d th
e co
urse
of
hum
an h
isto
ry;
[the
y]
have
sig
nific
antly
alte
red
the
size
s of
hum
an p
opul
atio
ns a
nd
have
driv
en h
uman
mig
ratio
ns.
(HS-
ESS3
-1)
C: Human Impactsems h Syst
ESS3.on Eart
• Th
ings
tha
t pe
ople
do
to li
ve
com
fort
ably
can
affe
ct t
he
wor
ld a
roun
d th
em. B
ut t
hey
can
mak
e ch
oice
s th
at r
educ
e th
eir
impa
cts
on t
he la
nd,
wat
er, a
ir, a
nd o
ther
livi
ng
thin
gs. (
K-ES
S3-3
) (s
econ
dary
to
K-E
SS2-
2)
• H
uman
act
iviti
es in
ag
ricul
ture
, ind
ustr
y,
and
ever
yday
life
hav
e ha
d m
ajor
effe
cts
on t
he
land
, veg
etat
ion,
str
eam
s,
ocea
n, a
ir, a
nd e
ven
oute
r sp
ace.
But
indi
vidu
als
and
com
mun
ities
are
doi
ng
thin
gs t
o he
lp p
rote
ct
Eart
h’s
reso
urce
s an
d en
viro
nmen
ts. (
5-ES
S3-1
)
• H
uman
act
iviti
es h
ave
sign
ifica
ntly
alte
red
the
bios
pher
e, s
omet
imes
da
mag
ing
or d
estr
oyin
g na
tura
l hab
itats
and
cau
sing
th
e ex
tinct
ion
of o
ther
sp
ecie
s. B
ut c
hang
es t
o Ea
rth’
s en
viro
nmen
ts c
an h
ave
diffe
rent
impa
cts
(neg
ativ
e an
d po
sitiv
e) fo
r di
ffere
nt li
ving
th
ings
. (M
S-ES
S3-3
)
• Th
e su
stai
nabi
lity
of h
uman
so
ciet
ies
and
the
biod
iver
sity
th
at s
uppo
rts
them
req
uire
s re
spon
sibl
e m
anag
emen
t of
na
tura
l res
ourc
es. (
HS-
ESS3
-3)
1602
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
ES
S3
: E
AR
TH
AN
D H
UM
AN
AC
TIV
ITY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
kbl
ank
• Ty
pica
lly a
s hu
man
pop
ulat
ions
and
per
-ca
pita
con
sum
ptio
n of
nat
ural
res
ourc
es
incr
ease
, so
do t
he n
egat
ive
impa
cts
on E
arth
unl
ess
the
activ
ities
and
te
chno
logi
es in
volv
ed a
re e
ngin
eere
d ot
herw
ise.
(M
S-ES
S3-3
) (M
S-ES
S3-4
)
• Sc
ient
ists
and
eng
inee
rs c
an
mak
e m
ajor
con
trib
utio
ns b
y de
velo
ping
tec
hnol
ogie
s th
at
prod
uce
less
pol
lutio
n an
d w
aste
an
d th
at r
educ
e or
pre
clud
e ec
osys
tem
deg
rada
tion.
(H
S-ES
S3-4
)
C: Human Impactsems h Syst
ESS3.on Eart
D: Global ESS3.
blan
kbl
ank
• H
uman
act
iviti
es, s
uch
as t
he r
elea
se
of g
reen
hous
e ga
ses
from
bur
ning
fo
ssil
fuel
s, a
re m
ajor
fact
ors
in t
he
curr
ent
rise
in E
arth
’s m
ean
surf
ace
tem
pera
ture
(gl
obal
war
min
g).
Redu
cing
the
leve
l of
clim
ate
chan
ge
and
redu
cing
hum
an v
ulne
rabi
lity
to
wha
teve
r cl
imat
e ch
ange
s do
occ
ur
depe
nd o
n th
e un
ders
tand
ing
of c
limat
e sc
ienc
e, e
ngin
eerin
g ca
pabi
litie
s, a
nd
othe
r ki
nds
of k
now
ledg
e, s
uch
as
unde
rsta
ndin
g hu
man
beh
avio
r an
d on
app
lyin
g th
at k
now
ledg
e w
isel
y in
de
cisi
ons
and
activ
ities
. (M
S-ES
S3-5
)
• Th
ough
the
mag
nitu
des
of
hum
an im
pact
s ar
e gr
eate
r th
an
they
hav
e ev
er b
een,
so
too
are
hum
an a
bilit
ies
to m
odel
, pre
dict
, an
d m
anag
e cu
rren
t an
d fu
ture
im
pact
s. (
HS-
ESS3
-5)
• Th
roug
h co
mpu
ter
sim
ulat
ions
an
d ot
her
stud
ies,
impo
rtan
t di
scov
erie
s ar
e st
ill b
eing
mad
e ab
out
how
the
oce
an, t
he
atm
osph
ere,
and
the
bio
sphe
re
inte
ract
and
are
mod
ified
in
resp
onse
to
hum
an a
ctiv
ities
. (H
S-ES
S3-6
)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1603Appendix 12016 California Science Framework
PH
YS
ICA
L S
CIE
NC
E
PS
1:
MA
TT
ER
AN
D I
TS
IN
TE
RA
CT
ION
S
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• D
iffer
ent
kind
s of
m
atte
r ex
ist
and
man
y of
the
m c
an
be e
ither
sol
id o
r liq
uid,
dep
endi
ng o
n te
mpe
ratu
re. M
atte
r ca
n be
des
crib
ed
and
clas
sifie
d by
its
obs
erva
ble
prop
ertie
s. (
2-PS
1-1)
• D
iffer
ent
prop
ertie
s ar
e su
ited
to
diffe
rent
pur
pose
s.
(2-P
S1-2
) (2
-PS1
-3)
• A
grea
t va
riety
of
obje
cts
can
be b
uilt
up fro
m a
sm
all s
et
of p
iece
s. (
2-PS
1-3)
• M
atte
r of
any
typ
e ca
n be
su
bdiv
ided
into
par
ticle
s th
at a
re
too
smal
l to
see,
but
eve
n th
en
the
mat
ter
still
exi
sts
and
can
be d
etec
ted
by o
ther
mea
ns.
A m
odel
sho
ws
that
gas
es a
re
mad
e fr
om m
atte
r pa
rtic
les
that
are
too
sm
all t
o se
e an
d ar
e m
ovin
g fr
eely
aro
und
in
spac
e. T
his
can
expl
ain
man
y ob
serv
atio
ns, i
nclu
ding
the
in
flatio
n an
d sh
ape
of a
bal
loon
an
d th
e ef
fect
s of
air
on la
rger
pa
rtic
les
or o
bjec
ts. (
5-PS
1-1)
• Th
e am
ount
(w
eigh
t) o
f m
atte
r is
con
serv
ed w
hen
it ch
ange
s fo
rm, e
ven
in t
rans
ition
s in
w
hich
it s
eem
s to
van
ish.
(5
-PS1
-2)
• M
easu
rem
ents
of
a va
riety
of
pro
pert
ies
can
be u
sed
to
iden
tify
mat
eria
ls. (
Boun
dary
: At
thi
s gr
ade
leve
l, m
ass
and
wei
ght
are
not
dist
ingu
ishe
d,
and
no a
ttem
pt is
mad
e to
de
fine
the
unse
en p
artic
les
or e
xpla
in t
he a
tom
ic-s
cale
m
echa
nism
of
evap
orat
ion
and
cond
ensa
tion.
) (5
-PS1
-3)
• Su
bsta
nces
are
mad
e fr
om d
iffer
ent
type
s of
ato
ms,
whi
ch c
ombi
ne w
ith
one
anot
her
in v
ario
us w
ays.
Ato
ms
form
mol
ecul
es t
hat
rang
e in
siz
e fr
om
two
to t
hous
ands
of
atom
s. (
MS-
PS1-
1)•
Each
pur
e su
bsta
nce
has
char
acte
ristic
ph
ysic
al a
nd c
hem
ical
pro
pert
ies
(for
any
bul
k qu
antit
y un
der
give
n co
nditi
ons)
tha
t ca
n be
use
d to
iden
tify
it. (
MS-
PS1-
2) (
MS-
PS1-
3)•
Gas
es a
nd li
quid
s ar
e m
ade
of
mol
ecul
es o
r in
ert
atom
s th
at a
re
mov
ing
abou
t re
lativ
e to
eac
h ot
her.
(MS-
PS1-
4)•
In a
liqu
id, t
he m
olec
ules
are
con
stan
tly
in c
onta
ct w
ith o
ther
s; in
a g
as, t
hey
are
wid
ely
spac
ed e
xcep
t w
hen
they
ha
ppen
to
colli
de. I
n a
solid
, ato
ms
are
clos
ely
spac
ed a
nd m
ay v
ibra
te
in p
ositi
on b
ut d
o no
t ch
ange
rel
ativ
e lo
catio
ns. (
MS-
PS1-
4)•
Solid
s m
ay b
e fo
rmed
fro
m m
olec
ules
, or
the
y m
ay b
e ex
tend
ed s
truc
ture
s w
ith r
epea
ting
subu
nits
(e.
g., c
ryst
als)
. (M
S-PS
1-1)
• Th
e ch
ange
s of
sta
te t
hat
occu
r w
ith
varia
tions
in t
empe
ratu
re o
r pr
essu
re
can
be d
escr
ibed
and
pre
dict
ed u
sing
th
ese
mod
els
of m
atte
r. (M
S-PS
1-4)
• Ea
ch a
tom
has
a c
harg
ed
subs
truc
ture
con
sist
ing
of a
nu
cleu
s, w
hich
is m
ade
of p
ro-
tons
and
neu
tron
s, s
urro
unde
d by
ele
ctro
ns. (
HS-
PS1-
1)•
The
perio
dic
tabl
e or
ders
ele
-m
ents
hor
izon
tally
by
the
num
ber
of p
roto
ns in
the
ato
m’s
nucl
eus
and
plac
es t
hose
with
si
mila
r ch
emic
al p
rope
rtie
s in
co
lum
ns. T
he r
epea
ting
patt
erns
of
thi
s ta
ble
refle
ct p
atte
rns
of
oute
r el
ectr
on s
tate
s. (
HS-
PS1-
1)
(HS-
PS1-
2)•
The
stru
ctur
e an
d in
tera
ctio
ns
of m
atte
r at
the
bul
k sc
ale
are
dete
rmin
ed b
y el
ectr
ical
forc
es
with
in a
nd b
etw
een
atom
s. (
HS-
PS1-
3) (
seco
ndar
y to
HS-
PS2-
6)•
Stab
le fo
rms
of m
atte
r ar
e th
ose
in w
hich
the
ele
ctric
and
m
agne
tic fi
eld
ener
gy is
min
-im
ized
. A s
tabl
e m
olec
ule
has
less
ene
rgy
than
the
sam
e se
t of
ato
ms
sepa
rate
d; o
ne m
ust
prov
ide
at le
ast
this
ene
rgy
to b
reak
the
mol
ecul
e ap
art.
(H
S-PS
1-4)
er ies of Matt ucture and Propert A: Str PS1.
1604
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
PS
1:
MA
TT
ER
AN
D I
TS
IN
TE
RA
CT
ION
S
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• H
eatin
g or
coo
ling
a su
bsta
nce
may
cau
se
chan
ges
that
can
be
obse
rved
. Som
etim
es
thes
e ch
ange
s ar
e re
vers
ible
, and
so
met
imes
the
y ar
e no
t. (
2-PS
1-4)
• W
hen
two
or m
ore
diffe
rent
sub
stan
ces
are
mix
ed, a
new
sub
stan
ce
with
diff
eren
t pr
oper
ties
may
be
form
ed.
(5-P
S1-4
)•
No
mat
ter
wha
t re
actio
n or
cha
nge
in p
rope
rtie
s oc
curs
, the
tot
al w
eigh
t of
the
sub
stan
ces
does
no
t ch
ange
. (Bo
unda
ry:
Mas
s an
d w
eigh
t ar
e no
t di
stin
guis
hed
at t
his
grad
e le
vel.)
(5-
PS1-
2)
• Su
bsta
nces
rea
ct c
hem
ical
ly
in c
hara
cter
istic
way
s. I
n a
chem
ical
pro
cess
, the
ato
ms
that
mak
e up
the
orig
inal
su
bsta
nces
are
reg
roup
ed
into
diff
eren
t m
olec
ules
, and
th
ese
new
sub
stan
ces
have
di
ffere
nt p
rope
rtie
s fr
om
thos
e of
the
rea
ctan
ts.
(MS-
PS1-
2) (
MS-
PS1-
3)
(MS-
PS1-
5)•
The
tota
l num
ber
of e
ach
type
of
atom
is c
onse
rved
, an
d th
us t
he m
ass
does
not
ch
ange
. (M
S-PS
1-5)
• So
me
chem
ical
rea
ctio
ns
rele
ase
ener
gy, o
ther
s st
ore
ener
gy. (
MS-
PS1-
6)
• Ch
emic
al p
roce
sses
, the
ir ra
tes,
and
whe
ther
or
not
ene
rgy
is s
tore
d or
rel
ease
d ca
n be
un
ders
tood
in t
erm
s of
the
col
lisio
ns o
f m
ol-
ecul
es a
nd t
he r
earr
ange
men
ts o
f at
oms
into
ne
w m
olec
ules
, with
con
sequ
ent
chan
ges
in
the
sum
of
all b
ond
ener
gies
in t
he s
et o
f m
ol-
ecul
es t
hat
are
mat
ched
by
chan
ges
in k
inet
ic
ener
gy. (
HS-
PS1-
4) (
HS-
PS1-
5)•
In m
any
situ
atio
ns, a
dyn
amic
and
con
di-
tion-
depe
nden
t ba
lanc
e be
twee
n a
reac
tion
and
the
reve
rse
reac
tion
dete
rmin
es t
he
num
bers
of
all t
ypes
of
mol
ecul
es p
rese
nt.
(HS-
PS1-
6)•
The
fact
tha
t at
oms
are
cons
erve
d, t
oget
her
with
kno
wle
dge
of t
he c
hem
ical
pro
pert
ies
of
the
elem
ents
invo
lved
, can
be
used
to
desc
ribe
and
pred
ict
chem
ical
rea
ctio
ns.
(HS-
PS1-
2) (
HS-
PS1-
7)
ions PS1.B: Chemical React uclear C: N PS1.
blan
kbl
ank
blan
k•
Nuc
lear
pro
cess
es, i
nclu
ding
fusi
on, fi
ssio
n,
and
radi
oact
ive
deca
ys o
f un
stab
le n
ucle
i, in
volv
e re
leas
e or
abs
orpt
ion
of e
nerg
y. T
he
tota
l num
ber
of n
eutr
ons
plus
pro
tons
doe
s no
t ch
ange
in a
ny n
ucle
ar p
roce
ss. (
HS-
PS1-
8)•
Spon
tane
ous
radi
oact
ive
deca
ys fo
llow
a
char
acte
ristic
exp
onen
tial d
ecay
law
. Nuc
lear
lif
etim
es a
llow
rad
iom
etric
dat
ing
to b
e us
ed t
o de
term
ine
the
ages
of
rock
s an
d ot
her
mat
eria
ls. (
seco
ndar
y to
HS-
ESS1
5)
(sec
onda
ry t
o H
S ES
S1-6
)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1605Appendix 12016 California Science Framework
PS
2:
MO
TIO
N A
ND
ST
AB
ILIT
Y:
FOR
CE
S A
ND
IN
TE
RA
CT
ION
S
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Pu
shes
and
pul
ls c
an
have
diff
eren
t st
reng
ths
and
dire
ctio
ns. (
K-PS
2-1)
(K
-PS2
-2)
• Pu
shin
g or
pul
ling
on a
n ob
ject
can
cha
nge
the
spee
d or
dire
ctio
n of
its
mot
ion
and
can
star
t or
st
op it
. (K-
PS2-
1)
(K-P
S2-2
)
• Ea
ch fo
rce
acts
on
one
part
icul
ar
obje
ct a
nd h
as b
oth
stre
ngth
an
d a
dire
ctio
n. A
n ob
ject
at
rest
typ
ical
ly h
as m
ultip
le fo
rces
ac
ting
on it
, but
the
y ad
d to
giv
e ze
ro n
et fo
rce
on t
he o
bjec
t.
Forc
es t
hat
do n
ot s
um t
o ze
ro
can
caus
e ch
ange
s in
the
obj
ect’s
sp
eed
or d
irect
ion
of m
otio
n.
(Bou
ndar
y: Q
ualit
ativ
e an
d co
ncep
tual
, but
not
qua
ntita
tive
addi
tion
of fo
rces
are
use
d at
thi
s le
vel.)
(3-
PS2-
1)•
The
patt
erns
of
an o
bjec
t’s
mot
ion
in v
ario
us s
ituat
ions
can
be
obs
erve
d an
d m
easu
red;
w
hen
that
pas
t m
otio
n ex
hibi
ts
a re
gula
r pa
tter
n, fu
ture
m
otio
n ca
n be
pre
dict
ed f
rom
it.
(Bo
unda
ry:
Tech
nica
l ter
ms,
su
ch a
s m
agni
tude
, vel
ocity
, m
omen
tum
, and
vec
tor
quan
tity,
ar
e no
t in
trod
uced
at
this
leve
l, bu
t th
e co
ncep
t th
at s
ome
quan
titie
s ne
ed b
oth
size
and
di
rect
ion
to b
e de
scrib
ed is
de
velo
ped.
) (3
-PS2
-2)
• Fo
r an
y pa
ir of
inte
ract
ing
obje
cts,
the
forc
e ex
erte
d by
the
fir
st o
bjec
t on
the
sec
ond
obje
ct
is e
qual
in s
tren
gth
to t
he fo
rce
that
the
sec
ond
obje
ct e
xert
s on
the
firs
t, b
ut in
the
opp
osite
di
rect
ion
(New
ton’
s th
ird la
w).
(M
S-PS
2-1)
• Th
e m
otio
n of
an
obje
ct is
de
term
ined
by
the
sum
of
the
forc
es a
ctin
g on
it;
if th
e to
tal
forc
e on
the
obj
ect
is n
ot z
ero,
its
mot
ion
will
cha
nge.
The
gr
eate
r th
e m
ass
of t
he o
bjec
t,
the
grea
ter
the
forc
e ne
eded
to
ach
ieve
the
sam
e ch
ange
in
mot
ion.
For
any
giv
en o
bjec
t,
a la
rger
forc
e ca
uses
a la
rger
ch
ange
in m
otio
n. (
MS-
PS2-
2)•
All p
ositi
ons
of o
bjec
ts a
nd
the
dire
ctio
ns o
f fo
rces
and
m
otio
ns m
ust
be d
escr
ibed
in
an a
rbitr
arily
cho
sen
refe
renc
e fr
ame
and
arbi
trar
ily c
hose
n un
its o
f si
ze. I
n or
der
to s
hare
in
form
atio
n w
ith o
ther
peo
ple,
th
ese
choi
ces
mus
t al
so b
e sh
ared
. (M
S-PS
2-2)
• N
ewto
n’s
seco
nd la
w a
ccur
atel
y pr
edic
ts c
hang
es in
the
mot
ion
of
mac
rosc
opic
obj
ects
. (H
S-PS
2-1)
• M
omen
tum
is d
efine
d fo
r a
par-
ticul
ar fra
me
of r
efer
ence
; it
is
the
mas
s tim
es t
he v
eloc
ity o
f th
e ob
ject
. In
any
syst
em, t
otal
m
omen
tum
is a
lway
s co
nser
ved.
(H
S-PS
2-2)
• If
a s
yste
m in
tera
cts
with
obj
ects
ou
tsid
e its
elf,
the
tota
l mom
en-
tum
of
the
syst
em c
an c
hang
e;
how
ever
, any
suc
h ch
ange
is
bala
nced
by
chan
ges
in t
he
mom
entu
m o
f ob
ject
s ou
t-si
de t
he s
yste
m. (
HS-
PS2-
2)
(HS-
PS2-
3)
ions PS2.A: Forces and Mot
1606
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
PS
2:
MO
TIO
N A
ND
ST
AB
ILIT
Y:
FOR
CE
S A
ND
IN
TE
RA
CT
ION
S
Pri
mar
y S
choo
l (G
rade
s K
–2
)
• W
hen
obje
cts
touc
h or
col
lide,
the
y pu
sh
on o
ne a
noth
er a
nd
can
chan
ge m
otio
n.
(K-P
S2-1
)
Elem
enta
ry S
choo
l (G
rade
s 3
–5
)M
iddl
e G
rade
s (G
rade
s 6
–8
)H
igh
Sch
ool
(Gra
des
9–
12
)
• O
bjec
ts in
con
tact
exe
rt
forc
es o
n ea
ch o
ther
. (3
-PS2
-1)
• El
ectr
ic a
nd m
agne
tic
forc
es b
etw
een
a pa
ir of
ob
ject
s do
not
req
uire
tha
t th
e ob
ject
s be
in c
onta
ct.
The
size
s of
the
forc
es
in e
ach
situ
atio
n de
pend
on
the
pro
pert
ies
of t
he
obje
cts
and
thei
r di
stan
ces
apar
t an
d, fo
r fo
rces
be
twee
n tw
o m
agne
ts, o
n th
eir
orie
ntat
ion
rela
tive
to
each
oth
er. (
3-PS
2-3)
(3
-PS2
-4)
• Th
e gr
avita
tiona
l for
ce o
f Ea
rth
actin
g on
an
obje
ct
near
Ear
th’s
surf
ace
pulls
th
at o
bjec
t to
war
d th
e pl
anet
’s ce
nter
. (5-
PS2-
1)
• El
ectr
ic a
nd m
agne
tic (
elec
trom
agne
tic)
forc
es c
an b
e at
trac
tive
or r
epul
sive
, an
d th
eir
size
s de
pend
on
the
mag
nitu
des
of t
he c
harg
es, c
urre
nts,
or
mag
netic
str
engt
hs in
volv
ed a
nd o
n th
e di
stan
ces
betw
een
the
inte
ract
ing
obje
cts.
(M
S-PS
2-3)
• G
ravi
tatio
nal f
orce
s ar
e al
way
s at
trac
tive.
The
re is
a g
ravi
tatio
nal
forc
e be
twee
n an
y tw
o m
asse
s, b
ut it
is
ver
y sm
all e
xcep
t w
hen
one
or b
oth
of t
he o
bjec
ts h
ave
larg
e m
ass;
e.g
., Ea
rth
and
the
sun.
(M
S-PS
2-4)
• Fo
rces
tha
t ac
t at
a d
ista
nce
(ele
ctric
an
d m
agne
tic)
can
be e
xpla
ined
by
field
s th
at e
xten
d th
roug
h sp
ace
and
can
be m
appe
d by
the
ir ef
fect
on
a te
st o
bjec
t (a
bal
l, a
char
ged
obje
ct, o
r a
mag
net,
res
pect
ivel
y). (
MS-
PS2-
5)
• N
ewto
n’s
law
of
univ
ersa
l gra
vita
tion
and
Coul
omb’
s la
w p
rovi
de t
he
mat
hem
atic
al m
odel
s to
des
crib
e an
d pr
edic
t th
e ef
fect
s of
gra
vita
tiona
l and
el
ectr
osta
tic fo
rces
bet
wee
n di
stan
t ob
ject
s. (
HS-
PS2-
4)•
Forc
es a
t a
dist
ance
are
exp
lain
ed
by fi
elds
(gr
avita
tiona
l, el
ectr
ic, a
nd
mag
netic
) pe
rmea
ting
spac
e th
at
can
tran
sfer
ene
rgy
thro
ugh
spac
e.
Mag
nets
or
elec
tric
cur
rent
s ca
use
mag
netic
fiel
ds;
elec
tric
cha
rges
or
chan
ging
mag
netic
fiel
ds c
ause
ele
ctric
fie
lds.
(H
S-PS
2-4)
(H
S-PS
2-5)
• At
trac
tion
and
repu
lsio
n be
twee
n el
ectr
ic c
harg
es a
t th
e at
omic
sca
le
expl
ain
the
stru
ctur
e, p
rope
rtie
s, a
nd
tran
sfor
mat
ions
of
mat
ter,
as w
ell a
s th
e co
ntac
t fo
rces
bet
wee
n m
ater
ial
obje
cts.
(H
S-PS
2-6)
(se
cond
ary
to
HS-
PS1-
1) (
seco
ndar
y to
HS-
PS1-
3)
ions eract B: Types of Int PS2.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1607Appendix 12016 California Science Framework
PS
3:
EN
ER
GY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
The
fast
er a
giv
en o
bjec
t is
m
ovin
g, t
he m
ore
ener
gy it
po
sses
ses.
(4-
PS3-
1)•
Ener
gy c
an b
e m
oved
fro
m
plac
e to
pla
ce b
y m
ovin
g ob
ject
s or
thr
ough
sou
nd,
light
, or
elec
tric
cur
rent
s.
(4-P
S3-2
) (4
-PS3
-3)
• M
otio
n en
ergy
is p
rope
rly c
alle
d ki
netic
en
ergy
; it
is p
ropo
rtio
nal t
o th
e m
ass
of
the
mov
ing
obje
ct a
nd g
row
s w
ith t
he
squa
re o
f its
spe
ed. (
MS-
PS3-
1)•
A sy
stem
of
obje
cts
may
als
o co
ntai
n st
ored
(po
tent
ial)
ener
gy, d
epen
ding
on
the
rel
ativ
e po
sitio
ns o
f th
e ob
ject
s.
(MS-
PS3-
2)•
Tem
pera
ture
is a
mea
sure
of
the
aver
age
kine
tic e
nerg
y of
par
ticle
s of
m
atte
r. Th
e re
latio
nshi
p be
twee
n th
e te
mpe
ratu
re a
nd t
he t
otal
ene
rgy
of a
sy
stem
dep
ends
on
the
type
s, s
tate
s,
and
amou
nts
of m
atte
r pr
esen
t.
(MS-
PS3-
3) (
MS-
PS3-
4)•
The
term
“he
at”
as u
sed
in e
very
day
lang
uage
ref
ers
both
to
ther
mal
mot
ion
(the
mot
ion
of a
tom
s or
mol
ecul
es
with
in a
sub
stan
ce)
and
radi
atio
n (p
artic
ular
ly in
frar
ed a
nd li
ght)
. In
scie
nce,
hea
t is
use
d on
ly fo
r th
is
seco
nd m
eani
ng;
heat
is t
he p
roce
ss
of t
he t
rans
fer
of e
nerg
y w
hen
two
obje
cts
or s
yste
ms
are
at d
iffer
ent
tem
pera
ture
s. (
seco
ndar
y to
MS-
PS1-
4)•
Tem
pera
ture
is n
ot a
mea
sure
of
ener
gy;
the
rela
tions
hip
betw
een
the
tem
pera
ture
and
the
tot
al e
nerg
y of
a s
yste
m d
epen
ds o
n th
e ty
pes,
st
ates
, and
am
ount
s of
mat
ter
pres
ent.
(s
econ
dary
to
MS-
PS1-
4)
• “E
lect
rical
ene
rgy”
may
mea
n en
ergy
sto
red
in a
bat
tery
or
ener
gy
tran
smitt
ed b
y el
ectr
ic c
urre
nts.
(s
econ
dary
to
HS-
PS2-
5)•
Ener
gy is
a q
uant
itativ
e pr
oper
ty
of a
sys
tem
tha
t de
pend
s on
the
m
otio
n an
d in
tera
ctio
ns o
f m
atte
r an
d ra
diat
ion
with
in t
hat
syst
em.
That
the
re is
a s
ingl
e qu
antit
y ca
lled
ener
gy is
due
to
the
fact
tha
t a
syst
em’s
tota
l ene
rgy
is c
onse
rved
, ev
en a
s, w
ithin
the
sys
tem
, ene
rgy
is c
ontin
ually
tra
nsfe
rred
fro
m o
ne
obje
ct t
o an
othe
r an
d be
twee
n its
va
rious
pos
sibl
e fo
rms.
(H
S-PS
3-1)
(H
S-PS
3-2)
• At
the
mac
rosc
opic
sca
le, e
nerg
y m
anife
sts
itsel
f in
mul
tiple
way
s,
such
as
in m
otio
n, s
ound
, lig
ht,
and
ther
mal
ene
rgy.
(H
S-PS
3-2)
(H
S PS
3-3)
• Th
ese
rela
tions
hips
are
bet
ter
unde
rsto
od a
t th
e m
icro
scop
ic
scal
e, a
t w
hich
all
of t
he d
iffer
ent
man
ifest
atio
ns o
f en
ergy
can
be
mod
eled
as
eith
er m
otio
ns o
f pa
rtic
les
or e
nerg
y st
ored
in fi
elds
(w
hich
med
iate
inte
ract
ions
bet
wee
n pa
rtic
les)
. Thi
s la
st c
once
pt in
clud
es
radi
atio
n, a
phe
nom
enon
in w
hich
en
ergy
sto
red
in fi
elds
mov
es a
cros
s sp
ace.
(H
S-PS
3-2)
ions of Energy A: Definit PS3.
1608
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
PS
3:
EN
ER
GY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• Su
nlig
ht w
arm
s Ea
rth’
s su
rfac
e.
(K-P
S3-1
)
(K-P
S3-2
)
• En
ergy
is p
rese
nt w
hene
ver
ther
e ar
e m
ovin
g ob
ject
s, s
ound
, lig
ht, o
r he
at. W
hen
obje
cts
colli
de, e
nerg
y ca
n be
tran
sfer
red
from
one
obj
ect
to a
noth
er,
ther
eby
chan
ging
the
ir m
otio
n.
In s
uch
colli
sion
s, s
ome
ener
gy
is t
ypic
ally
als
o tr
ansf
erre
d to
th
e su
rrou
ndin
g ai
r; a
s a
resu
lt,
the
air
gets
hea
ted
and
soun
d is
pr
oduc
ed. (
4-PS
3-2)
(4-
PS3-
3)•
Ligh
t al
so t
rans
fers
ene
rgy
from
pl
ace
to p
lace
. (4-
PS3-
2)•
Ener
gy c
an a
lso
be t
rans
ferr
ed
from
pla
ce t
o pl
ace
by e
lect
ric
curr
ents
, whi
ch c
an t
hen
be u
sed
loca
lly t
o pr
oduc
e m
otio
n, s
ound
, hea
t, o
r lig
ht.
The
curr
ents
may
hav
e be
en
prod
uced
to
begi
n w
ith b
y tr
ansf
orm
ing
the
ener
gy o
f m
otio
n in
to e
lect
rical
ene
rgy.
(4
-PS3
-2)
(4-P
S3-4
)
• W
hen
the
mot
ion
ener
gy
of a
n ob
ject
cha
nges
, th
ere
is in
evita
bly
som
e ot
her
chan
ge in
ene
rgy
at t
he s
ame
time.
(M
S-PS
3-5)
• Th
e am
ount
of
ener
gy
tran
sfer
nee
ded
to
chan
ge t
he t
empe
ratu
re
of a
mat
ter
sam
ple
by a
giv
en a
mou
nt
depe
nds
on t
he n
atur
e of
the
mat
ter,
the
size
of
the
sam
ple,
and
the
en
viro
nmen
t. (
MS-
PS3-
4)•
Ener
gy is
spo
ntan
eous
ly
tran
sfer
red
out
of h
otte
r re
gion
s or
obj
ects
and
in
to c
olde
r on
es.
(MS-
PS3-
3)
• Co
nser
vatio
n of
ene
rgy
mea
ns t
hat
the
tota
l ch
ange
of e
nerg
y in
any
sys
tem
is a
lway
s eq
ual t
o th
e to
tal e
nerg
y tr
ansf
erre
d in
to o
r ou
t of
the
sys
tem
. (H
S-PS
3-1)
• En
ergy
can
not
be c
reat
ed o
r de
stro
yed,
but
it
can
be t
rans
port
ed fr
om o
ne p
lace
to
anot
her
and
tran
sfer
red
betw
een
syst
ems.
(H
S-PS
3-1)
(H
S-PS
3-4)
• M
athe
mat
ical
exp
ress
ions
, whi
ch q
uant
ify h
ow
the
stor
ed e
nerg
y in
a s
yste
m d
epen
ds o
n its
co
nfigu
ratio
n (e
.g. r
elat
ive
posi
tions
of c
harg
ed
part
icle
s, c
ompr
essi
on o
f a s
prin
g) a
nd h
ow
kine
tic e
nerg
y de
pend
s on
mas
s an
d sp
eed,
al
low
the
con
cept
of c
onse
rvat
ion
of e
nerg
y to
be
used
to
pred
ict
and
desc
ribe
syst
em
beha
vior
. (H
S-PS
3-1)
• Th
e av
aila
bilit
y of
ene
rgy
limits
wha
t ca
n oc
cur
in a
ny s
yste
m. (
HS-
PS3-
1)•
Unc
ontr
olle
d sy
stem
s al
way
s ev
olve
tow
ard
mor
e st
able
sta
tes;
tha
t is
, tow
ard
mor
e un
iform
ene
rgy
dist
ribut
ion
(e.g
., w
ater
flow
s do
wnh
ill, o
bjec
ts h
otte
r th
an t
heir
surr
ound
ing
envi
ronm
ent
beco
me
cool
er).
(H
S-PS
3-4)
gy Transfer ion of Energy and Ener B: Conservat PS3. C: Relationship PS3.Between Energy and Forces
• A
bigg
er p
ush
or p
ull m
akes
th
ings
go
fast
er.
(sec
onda
ry t
o K-
PS2-
1)
• W
hen
obje
cts
colli
de, t
he
cont
act
forc
es t
rans
fer
ener
gy
so a
s to
cha
nge
the
obje
cts’
m
otio
ns. (
4-PS
3-3)
• W
hen
two
obje
cts
inte
ract
, eac
h on
e ex
erts
a
forc
e on
the
oth
er t
hat
can
caus
e en
ergy
to
be
tran
sfer
red
to o
r fr
om
the
obje
ct. (
MS-
PS3-
2)
• W
hen
two
obje
cts
inte
ract
ing
thro
ugh
a fie
ld
chan
ge r
elat
ive
posi
tion,
the
ene
rgy
stor
ed in
th
e fie
ld is
cha
nged
. (H
S-PS
3-5)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1609Appendix 12016 California Science Framework
PS
4:
WA
VE
S A
ND
TH
EIR
AP
PLI
CA
TIO
NS
IN
TE
CH
NO
LOG
IES
FO
R I
NFO
RM
AT
ION
TR
AN
SFE
R
PS
3:
EN
ER
GY
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
The
expr
essi
on “
prod
uce
ener
gy”
typi
cally
ref
ers
to t
he
conv
ersi
on o
f st
ored
ene
rgy
into
a
desi
red
form
for
prac
tical
use
. (4
-PS3
-4)
• Th
e en
ergy
rel
ease
d [f
rom
] fo
od
was
onc
e en
ergy
fro
m t
he s
un
that
was
cap
ture
d by
pla
nts
in t
he c
hem
ical
pro
cess
tha
t fo
rms
plan
t m
atte
r (f
rom
air
and
wat
er).
(5-
PS3-
1)
• Th
e ch
emic
al r
eact
ion
by w
hich
pl
ants
pro
duce
com
plex
food
m
olec
ules
(su
gars
) re
quire
s an
en
ergy
inpu
t (i.
e., f
rom
sun
light
) to
occ
ur. I
n th
is r
eact
ion,
car
bon
diox
ide
and
wat
er c
ombi
ne t
o fo
rm c
arbo
n- b
ased
org
anic
m
olec
ules
and
rel
ease
oxy
gen.
(s
econ
dary
to
MS-
LS1-
6)•
Cellu
lar
resp
iratio
n in
pla
nts
and
anim
als
invo
lve
chem
ical
re
actio
ns w
ith o
xyge
n th
at
rele
ase
stor
ed e
nerg
y. I
n th
ese
proc
esse
s, c
ompl
ex m
olec
ules
co
ntai
ning
car
bon
reac
t w
ith
oxyg
en t
o pr
oduc
e ca
rbon
di
oxid
e an
d ot
her
mat
eria
ls.
(sec
onda
ry t
o M
S-LS
1-7)
• Al
thou
gh e
nerg
y ca
nnot
be
dest
roye
d, it
ca
n be
con
vert
ed t
o le
ss u
sefu
l for
ms—
for
exam
ple,
to
ther
mal
ene
rgy
in t
he
surr
ound
ing
envi
ronm
ent.
(H
S-PS
3-3)
(H
S-PS
3-4)
• So
lar
cells
are
hum
an-m
ade
devi
ces
that
ca
ptur
e th
e su
n’s
ener
gy a
nd p
rodu
ce
elec
tric
al e
nerg
y. (
seco
ndar
y to
HS-
PS4-
5)•
The
mai
n w
ay t
hat
sola
r en
ergy
is
capt
ured
and
sto
red
on E
arth
is t
hrou
gh
the
com
plex
che
mic
al p
roce
ss k
now
n as
ph
otos
ynth
esis
. (se
cond
ary
to H
S-LS
2-5)
• N
ucle
ar fu
sion
pro
cess
es in
the
cen
ter
of t
he s
un r
elea
se t
he e
nerg
y th
at
ultim
atel
y re
ache
s Ea
rth
as r
adia
tion.
(s
econ
dary
to
HS-
ESS1
-1)
PS3.D: Energy in Chemical Processes and Everyday Life
A: Wave Properties PS4.
• So
und
can
mak
e m
atte
r vi
brat
e,
and
vibr
atin
g m
atte
r ca
n m
ake
soun
d. (
1-PS
4-1)
• W
aves
, whi
ch a
re r
egul
ar
patt
erns
of
mot
ion,
can
be
mad
e in
wat
er b
y di
stur
bing
th
e su
rfac
e. W
hen
wav
es m
ove
acro
ss t
he s
urfa
ce o
f de
ep
wat
er, t
he w
ater
goe
s up
and
do
wn
in p
lace
; it
does
not
mov
e in
the
dire
ctio
n of
the
wav
e ex
cept
whe
n th
e w
ater
mee
ts
the
beac
h. (
Not
e: T
his
grad
e ba
nd e
ndpo
int
was
mov
ed f
rom
K–
2.)
(4-P
S4-1
)
• A
sim
ple
wav
e ha
s a
repe
atin
g pa
tter
n w
ith a
spe
cific
w
avel
engt
h, fre
quen
cy, a
nd
ampl
itude
. (M
S-PS
4-1)
• A
soun
d w
ave
need
s a
med
ium
th
roug
h w
hich
it is
tra
nsm
itted
. (M
S-PS
4-2)
• Th
e w
avel
engt
h an
d fr
eque
ncy
of a
w
ave
are
rela
ted
to o
ne a
noth
er b
y th
e sp
eed
of t
rave
l of
the
wav
e, w
hich
de
pend
s on
the
typ
e of
wav
e an
d th
e m
ediu
m t
hrou
gh w
hich
it is
pas
sing
. (H
S-PS
4-1)
• In
form
atio
n ca
n be
dig
itize
d (e
.g.,
a pi
ctur
e st
ored
as
the
valu
es o
f an
arr
ay
of p
ixel
s);
in t
his
form
, it
can
be s
tore
d re
liabl
y in
com
pute
r m
emor
y an
d se
nt
over
long
dis
tanc
es a
s a
serie
s of
wav
e pu
lses
. (H
S-PS
4-2)
(H
SPS4
-5)
1610
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
PS
4:
WA
VE
S A
ND
TH
EIR
AP
PLI
CA
TIO
NS
IN
TE
CH
NO
LOG
IES
FO
R I
NFO
RM
AT
ION
TR
AN
SFE
R
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
Wav
es o
f th
e sa
me
type
ca
n di
ffer
in a
mpl
itude
(h
eigh
t of
the
wav
e) a
nd
wav
elen
gth
(spa
cing
be
twee
n w
ave
peak
s).
(4-P
S4-1
)
blan
k•
[Fro
m t
he 3
–5 g
rade
ban
d en
dpoi
nts]
W
aves
can
add
or
canc
el o
ne a
noth
er
as t
hey
cros
s, d
epen
ding
on
thei
r re
lativ
e ph
ase
(i.e.
, rel
ativ
e po
sitio
n of
pe
aks
and
trou
ghs
of t
he w
aves
), b
ut
they
em
erge
una
ffect
ed b
y ea
ch o
ther
. (B
ound
ary:
The
dis
cuss
ion
at t
his
grad
e le
vel i
s qu
alita
tive
only
; it
can
be b
ased
on
the
fact
tha
t tw
o di
ffere
nt s
ound
s ca
n pa
ss a
loca
tion
in d
iffer
ent
dire
ctio
ns
with
out
gett
ing
mix
ed u
p.)
(HS-
PS4-
3)•
Geo
logi
sts
use
seis
mic
wav
es a
nd t
heir
refle
ctio
n at
inte
rfac
es b
etw
een
laye
rs
to p
robe
str
uctu
res
deep
in t
he p
lane
t.
(sec
onda
ry t
o H
S-ES
S2-3
)
A: Wave Properties PS4. romagnetic B: Elect PS4.Radiation
• O
bjec
ts c
an b
e se
en o
nly
whe
n lig
ht is
ava
ilabl
e to
illu
min
ate
them
. Som
e ob
ject
s gi
ve o
ff
thei
r ow
n lig
ht.
(1-P
S4-2
)
• An
obj
ect
can
be s
een
whe
n lig
ht r
eflec
ted
from
its
sur
face
ent
ers
the
eyes
. (4-
PS4-
2)
• W
hen
light
shi
nes
on a
n ob
ject
, it
is
refle
cted
, abs
orbe
d, o
r tr
ansm
itted
th
roug
h th
e ob
ject
, dep
endi
ng o
n th
e ob
ject
’s m
ater
ial a
nd t
he fr
eque
ncy
(col
or)
of t
he li
ght.
(M
S-PS
4-2)
• Th
e pa
th t
hat
light
tra
vels
can
be
trac
ed
as s
trai
ght
lines
, exc
ept
at s
urfa
ces
betw
een
diffe
rent
tra
nspa
rent
mat
eria
ls
(e.g
., ai
r an
d w
ater
, air
and
glas
s)
whe
re t
he li
ght
path
ben
ds. (
MS-
PS4-
2)
• El
ectr
omag
netic
rad
iatio
n (e
.g.,
radi
o,
mic
row
aves
, lig
ht)
can
be m
odel
ed a
s a
wav
e of
cha
ngin
g el
ectr
ic a
nd m
agne
tic
field
s or
as
part
icle
s ca
lled
phot
ons.
Th
e w
ave
mod
el is
use
ful f
or e
xpla
inin
g m
any
feat
ures
of
elec
trom
agne
tic
radi
atio
n, a
nd t
he p
artic
le m
odel
ex
plai
ns o
ther
feat
ures
. (H
S-PS
4-3)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1611Appendix 12016 California Science Framework
PS
4:
WA
VE
S A
ND
TH
EIR
AP
PLI
CA
TIO
NS
IN
TE
CH
NO
LOG
IES
FO
R I
NFO
RM
AT
ION
TR
AN
SFE
R
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• So
me
mat
eria
ls a
llow
ligh
t to
pas
s th
roug
h th
em,
othe
rs a
llow
onl
y so
me
light
thr
ough
and
oth
ers
bloc
k al
l the
ligh
t an
d cr
eate
a d
ark
shad
ow
on a
ny s
urfa
ce b
eyon
d th
em, w
here
the
ligh
t ca
nnot
rea
ch. M
irror
s ca
n be
use
d to
red
irect
a
light
bea
m. (
Boun
dary
: Th
e id
ea t
hat
light
tra
vels
fr
om p
lace
to
plac
e is
dev
elop
ed t
hrou
gh
expe
rienc
es w
ith li
ght
sour
ces,
mirr
ors,
and
sh
adow
s, b
ut n
o at
tem
pt
is m
ade
to d
iscu
ss t
he
spee
d of
ligh
t.) (
1-PS
4-3)
blan
k•
A w
ave
mod
el o
f lig
ht is
use
ful
for
expl
aini
ng b
right
ness
, co
lor,
and
the
freq
uenc
y-de
pend
ent
bend
ing
of li
ght
at a
sur
face
bet
wee
n m
edia
. (M
S-PS
4-2)
• H
owev
er, b
ecau
se li
ght
can
trav
el t
hrou
gh s
pace
, it
cann
ot
be a
mat
ter
wav
e, li
ke s
ound
or
wat
er w
aves
. (M
S-PS
4-2)
• W
hen
light
or
long
er w
avel
engt
h el
ectr
omag
netic
rad
iatio
n is
abs
orbe
d in
mat
ter,
it is
gen
eral
ly c
onve
rted
in
to t
herm
al e
nerg
y (h
eat)
. Sho
rter
w
avel
engt
h el
ectr
omag
netic
rad
iatio
n (u
ltrav
iole
t, X
-ray
s, g
amm
a ra
ys)
can
ioni
ze a
tom
s an
d ca
use
dam
age
to
livin
g ce
lls.(
HS-
PS4-
4)•
Phot
ovol
taic
mat
eria
ls e
mit
elec
tron
s w
hen
they
abs
orb
light
of
a hi
gh-
enou
gh fr
eque
ncy.
(H
S-PS
4-5)
• At
oms
of e
ach
elem
ent
emit
and
abso
rb c
hara
cter
istic
fre
quen
cies
of
ligh
t. T
hese
cha
ract
eris
tics
allo
w
iden
tifica
tion
of t
he p
rese
nce
of
an e
lem
ent,
eve
n in
mic
rosc
opic
qu
antit
ies.
(se
cond
ary
to H
S-ES
S1-2
)
ion ic Radiat romagnet B: Elect PS4. PS4.C: Information Technologies and
ion at rument Inst
• Pe
ople
als
o us
e a
varie
ty o
f de
vice
s to
co
mm
unic
ate
(sen
d an
d re
ceiv
e in
form
atio
n) o
ver
long
dis
tanc
es. (
1-PS
4-4)
• D
igiti
zed
info
rmat
ion
can
be t
rans
mitt
ed o
ver
long
dis
tanc
es w
ithou
t si
gnifi
cant
deg
rada
tion.
H
igh-
tech
dev
ices
, suc
h as
com
pute
rs o
r ce
ll ph
ones
, can
rec
eive
and
de
code
info
rmat
ion—
conv
ert
it fr
om d
igiti
zed
form
to
voic
e—an
d vi
ce
vers
a. (
4-PS
4-3)
• D
igiti
zed
sign
als
(sen
t as
wav
e pu
lses
) ar
e a
mor
e re
liabl
e w
ay t
o en
code
and
tra
nsm
it in
form
atio
n. (
MS-
PS4-
3)
• M
ultip
le t
echn
olog
ies
base
d on
the
un
ders
tand
ing
of w
aves
and
the
ir in
tera
ctio
ns w
ith m
atte
r ar
e pa
rt
of e
very
day
expe
rienc
es in
the
m
oder
n w
orld
(e.
g., m
edic
al im
agin
g,
com
mun
icat
ions
, sca
nner
s) a
nd in
sc
ient
ific
rese
arch
. The
y ar
e es
sent
ial
tool
s fo
r pr
oduc
ing,
tra
nsm
ittin
g, a
nd
capt
urin
g si
gnal
s an
d fo
r st
orin
g an
d in
terp
retin
g th
e in
form
atio
n co
ntai
ned
in t
hem
. (H
S-PS
4-5)
1612
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
EN
GIN
EE
RIN
G,
TE
CH
NO
LOG
Y,
AN
D T
HE
AP
PLI
CA
TIO
N O
F S
CIE
NC
E
ET
S1
: E
NG
INE
ER
ING
DE
SIG
N
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
• A
situ
atio
n th
at p
eopl
e w
ant
to c
hang
e or
cre
ate
can
be
appr
oach
ed a
s a
prob
lem
to
be s
olve
d th
roug
h en
gine
erin
g.
Such
pro
blem
s m
ay h
ave
man
y ac
cept
able
sol
utio
ns. (
K-2-
ETS1
-1)
(sec
onda
ry t
o KP
S2-2
)•
Aski
ng q
uest
ions
, mak
ing
obse
rvat
ions
, and
gat
herin
g in
form
atio
n ar
e he
lpfu
l in
thin
king
abo
ut p
robl
ems.
(K
-2-E
TS1-
1) (
seco
ndar
y to
K-
ESS3
-2)
• Be
fore
beg
inni
ng t
o de
sign
a
solu
tion,
it is
impo
rtan
t to
cle
arly
und
erst
and
the
prob
lem
. (K-
2-ET
S1-1
)
• Po
ssib
le s
olut
ions
to
a pr
oble
m a
re li
mite
d by
av
aila
ble
mat
eria
ls a
nd
reso
urce
s (c
onst
rain
ts).
Th
e su
cces
s of
a d
esig
ned
solu
tion
is d
eter
min
ed b
y co
nsid
erin
g th
e de
sire
d fe
atur
es o
f a
solu
tion
(crit
eria
). D
iffer
ent
prop
osal
s fo
r so
lutio
ns
can
be c
ompa
red
on t
he
basi
s of
how
wel
l eac
h on
e m
eets
the
spe
cifie
d cr
iteria
fo
r su
cces
s or
how
wel
l ea
ch t
akes
the
con
stra
ints
in
to a
ccou
nt. (
3-5-
ETS1
-1)
(sec
onda
ry t
o 4-
PS3-
4)
• Th
e m
ore
prec
isel
y a
desi
gn t
ask’
s cr
iteria
an
d co
nstr
aint
s ca
n be
defi
ned,
the
mor
e lik
ely
it is
tha
t th
e de
sign
ed s
olut
ion
will
be
succ
essf
ul. S
peci
ficat
ion
of c
onst
rain
ts in
clud
es
cons
ider
atio
n of
sc
ient
ific
prin
cipl
es
and
othe
r re
leva
nt
know
ledg
e th
at is
lik
ely
to li
mit
poss
ible
so
lutio
ns. (
MS-
ETS1
-1)
(sec
onda
ry t
o M
S-PS
3-3)
• Cr
iteria
and
con
stra
ints
als
o in
clud
e sa
tisfy
ing
any
requ
irem
ents
set
by
soci
ety,
suc
h as
tak
ing
issu
es o
f ris
k m
itiga
tion
into
acc
ount
, and
the
y sh
ould
be
quan
tified
to
the
exte
nt
poss
ible
and
sta
ted
in s
uch
a w
ay t
hat
one
can
tell
if a
give
n de
sign
mee
ts
them
. (H
S-ET
S1-1
) (s
econ
dary
to
HS-
PS2-
3) (
seco
ndar
y to
HS-
PS3-
3)•
Hum
anity
face
s m
ajor
glo
bal c
halle
nges
to
day,
suc
h as
the
nee
d fo
r su
pplie
s of
cle
an w
ater
and
food
or
for
ener
gy
sour
ces
that
min
imiz
e po
llutio
n, w
hich
ca
n be
add
ress
ed t
hrou
gh e
ngin
eerin
g.
Thes
e gl
obal
cha
lleng
es a
lso
may
hav
e m
anife
stat
ions
in lo
cal c
omm
uniti
es.
(HS-
ETS1
-1)
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
• D
esig
ns c
an b
e co
nvey
ed
thro
ugh
sket
ches
, dra
win
gs,
or p
hysi
cal m
odel
s. T
hese
re
pres
enta
tions
are
use
ful
in c
omm
unic
atin
g id
eas
for
a pr
oble
m’s
solu
tions
to
othe
r pe
ople
. (K-
2-ET
S1-1
) (s
econ
dary
to
K-ES
S3-3
) (s
econ
dary
to
2-LS
2-2)
• Re
sear
ch o
n a
prob
lem
sh
ould
be
carr
ied
out
befo
re b
egin
ning
to
desi
gn a
sol
utio
n. T
estin
g a
solu
tion
invo
lves
in
vest
igat
ing
how
wel
l it
perf
orm
s un
der
a ra
nge
of li
kely
con
ditio
ns.
(3-5
-ETS
1-2)
• A
solu
tion
need
s to
be
tes
ted,
and
the
n m
odifi
ed o
n th
e ba
sis
of
the
test
res
ults
, in
orde
r to
impr
ove
it.
(MS-
ETS1
-4)
(sec
onda
ry
to M
S-PS
1-6)
• W
hen
eval
uatin
g so
lutio
ns it
is
impo
rtan
t to
tak
e in
to a
ccou
nt a
ra
nge
of c
onst
rain
ts in
clud
ing
cost
, sa
fety
, rel
iabi
lity
and
aest
hetic
s an
d to
con
side
r so
cial
, cul
tura
l and
en
viro
nmen
tal i
mpa
cts.
(se
cond
ary
to
HS-
LS2-
7) (
seco
ndar
y to
HS-
LS4-
6)
(sec
onda
ry t
o H
S-ES
S3-2
) (s
econ
dary
H
S-ES
S3-4
) (H
S-ET
S1-3
)
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1613Appendix 12016 California Science Framework
ET
S1
: E
NG
INE
ER
ING
DE
SIG
N
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
blan
k•
At w
hate
ver
stag
e, c
omm
unic
at-
ing
with
pee
rs a
bout
pro
pose
d so
lutio
ns is
an
impo
rtan
t pa
rt o
f th
e de
sign
pro
cess
, and
sha
red
idea
s ca
n le
ad t
o im
prov
ed
desi
gns.
(3-
5-ET
S1-2
)•
Test
s ar
e of
ten
desi
gned
to
iden
tify
failu
re p
oint
s or
diffi
cul-
ties,
whi
ch s
ugge
st t
he e
lem
ents
of
the
des
ign
that
nee
d to
be
impr
oved
. (3-
5-ET
S1-3
)•
Test
ing
a so
lutio
n in
volv
es in
ves-
tigat
ing
how
wel
l it
perf
orm
s un
der
a ra
nge
of li
kely
con
di-
tions
. (se
cond
ary
to 4
-ESS
3-2)
• Th
ere
are
syst
emat
ic p
roce
sses
for
eval
uatin
g so
lutio
ns w
ith r
espe
ct
to h
ow w
ell t
hey
mee
t cr
iteria
and
co
nstr
aint
s of
a p
robl
em. M
S-ET
S1-2
) (M
S-ET
S1-3
) (s
econ
dary
to
MS-
PS3-
3)
(sec
onda
ry t
o M
S-LS
2-5)
• So
met
imes
par
ts o
f di
ffere
nt s
olut
ions
ca
n be
com
bine
d to
cre
ate
a so
lutio
n th
at is
bet
ter
than
any
of
its
pred
eces
sors
. (M
S-ET
S1-3
)•
Mod
els
of a
ll ki
nds
are
impo
rtan
t fo
r te
stin
g so
lutio
ns. (
MS-
ETS1
-4)
• Bo
th p
hysi
cal m
odel
s an
d co
mpu
ters
can
be
used
in
vario
us w
ays
to a
id in
the
en
gine
erin
g de
sign
pro
cess
. Co
mpu
ters
are
use
ful f
or a
va
riety
of
purp
oses
, suc
h as
ru
nnin
g si
mul
atio
ns t
o te
st
diffe
rent
way
s of
sol
ving
a
prob
lem
or
to s
ee w
hich
one
is
mos
t ef
ficie
nt o
r ec
onom
ical
; an
d in
mak
ing
a pe
rsua
sive
pr
esen
tatio
n to
a c
lient
abo
ut
how
a g
iven
des
ign
will
mee
t hi
s or
her
nee
ds. (
HS-
ETS1
-4)
(sec
onda
ry t
o H
S-LS
4-6)
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solutions
• Be
caus
e th
ere
is
alw
ays
mor
e th
an
one
poss
ible
sol
utio
n to
a p
robl
em, i
t is
us
eful
to
com
pare
an
d te
st d
esig
ns.
(K-2
-ETS
1-1)
(s
econ
dary
to
2-ES
S2-1
)
• D
iffer
ent
solu
tions
nee
d to
be
test
ed in
ord
er t
o de
term
ine
whi
ch o
f th
em b
est
solv
es t
he
prob
lem
, giv
en t
he c
riter
ia a
nd
the
cons
trai
nts.
(3-
5-ET
S1-3
) (s
econ
dary
to
4-PS
4-3)
• Al
thou
gh o
ne d
esig
n m
ay n
ot p
erfo
rm
the
best
acr
oss
all t
ests
, ide
ntify
ing
the
char
acte
ristic
s of
the
des
ign
that
pe
rfor
med
the
bes
t in
eac
h te
st c
an
prov
ide
usef
ul in
form
atio
n fo
r th
e re
desi
gn p
roce
ss;
that
is, s
ome
of t
he
char
acte
ristic
s m
ay b
e in
corp
orat
ed
into
the
new
des
ign.
(M
S-ET
S1-3
(s
econ
dary
to
MS-
PS1-
6)•
The
itera
tive
proc
ess
of t
estin
g th
e m
ost
prom
isin
g so
lutio
ns a
nd m
odify
ing
wha
t is
pro
pose
d on
the
bas
is o
f the
te
st r
esul
ts le
ads
to g
reat
er r
efine
men
t an
d ul
timat
ely
to a
n op
timal
sol
utio
n.
(MSE
TS1-
4) (
seco
ndar
y to
MS-
PS1-
6)
• Cr
iteria
may
nee
d to
be
brok
en d
own
into
sim
pler
on
es t
hat
can
be a
ppro
ache
d sy
stem
atic
ally
, and
dec
isio
ns
abou
t th
e pr
iorit
y of
cer
tain
cr
iteria
ove
r ot
hers
(tr
adeo
ffs)
may
be
need
ed. (
HS-
ETS1
-2)
(sec
onda
ry t
o H
S-PS
1-6)
(s
econ
dary
to
HS-
PS2-
3)
1614
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
1. P
AT
TE
RN
S.
Obs
erve
d pa
tter
ns o
f fo
rms
and
even
ts g
uide
org
aniz
atio
n an
d cl
assi
ficat
ion,
and
the
y pr
ompt
que
stio
ns a
bout
rel
atio
nshi
ps
and
the
fact
ors
that
influ
ence
the
m.
2.
CA
US
E A
ND
EFF
EC
T:
ME
CH
AN
ISM
AN
D E
XP
LAN
AT
ION
. Ev
ents
hav
e ca
uses
, som
etim
es s
impl
e, s
omet
imes
mul
tifac
eted
. A m
ajor
act
ivity
of
scie
nce
is in
vest
igat
ing
and
expl
aini
ng c
ausa
l rel
atio
n-sh
ips
and
the
mec
hani
sms
by w
hich
the
y ar
e m
edia
ted.
Suc
h m
echa
nism
s ca
n th
en b
e te
sted
acr
oss
give
n co
ntex
ts a
nd u
sed
to p
redi
ct
and
expl
ain
even
ts in
new
con
text
s.
Pri
mar
y S
choo
l (G
rade
s K
–2
)
Stud
ents
rec
ogni
ze t
hat
patt
erns
in t
he n
atur
al
and
hum
an-d
esig
ned
wor
ld c
an b
e ob
serv
ed,
used
to
desc
ribe
phen
omen
a, a
nd u
sed
as
evid
ence
.
Elem
enta
ry S
choo
l (G
rade
s 3
–5
)M
iddl
e G
rade
s (G
rade
s 6
–8
)H
igh
Sch
ool
(Gra
des
9–
12
)
Stud
ents
iden
tify
sim
ilarit
ies
and
diffe
renc
es t
o so
rt a
nd
clas
sify
nat
ural
obj
ects
an
d de
sign
ed p
rodu
cts.
Th
ey id
entif
y pa
tter
ns
rela
ted
to t
ime,
incl
udin
g si
mpl
e ra
tes
of c
hang
e an
d cy
cles
, and
use
th
ese
patt
erns
to
mak
e pr
edic
tions
.
Stud
ents
rec
ogni
ze t
hat
mac
rosc
opic
pat
tern
s ar
e re
late
d to
the
nat
ure
of m
icro
scop
ic
and
atom
ic-le
vel s
truc
ture
. Th
ey id
entif
y pa
tter
ns in
rat
es
of c
hang
e an
d ot
her
num
eric
al
rela
tions
hips
tha
t pr
ovid
e in
form
atio
n ab
out
natu
ral a
nd
hum
an-d
esig
ned
syst
ems.
The
y us
e pa
tter
ns t
o id
entif
y ca
use
and
effe
ct r
elat
ions
hips
, and
use
gr
aphs
and
cha
rts
to id
entif
y pa
tter
ns in
dat
a.
Stud
ents
obs
erve
pat
tern
s in
sys
tem
s at
di
ffere
nt s
cale
s an
d ci
te p
atte
rns
as e
mpi
rical
ev
iden
ce fo
r ca
usal
ity in
sup
port
ing
thei
r ex
plan
atio
ns o
f phe
nom
ena.
The
y re
cogn
ize
clas
sific
atio
ns o
r ex
plan
atio
ns u
sed
at o
ne
scal
e m
ay n
ot b
e us
eful
or
may
nee
d re
visi
on
usin
g a
diffe
rent
sca
le;
thus
req
uirin
g im
prov
ed in
vest
igat
ions
and
exp
erim
ents
. Th
ey u
se m
athe
mat
ical
rep
rese
ntat
ions
to
iden
tify
cert
ain
patt
erns
and
ana
lyze
pat
tern
s of
per
form
ance
in o
rder
to
reen
gine
er a
nd
impr
ove
a de
sign
ed s
yste
m.
Stud
ents
lear
n th
at
even
ts h
ave
caus
es t
hat
gene
rate
obs
erva
ble
pat-
tern
s. T
hey
desi
gn s
impl
e te
sts
to g
athe
r ev
iden
ce
to s
uppo
rt o
r re
fute
the
ir ow
n id
eas
abou
t ca
uses
.
Stud
ents
rou
tinel
y id
entif
y an
d te
st c
ausa
l re
latio
nshi
ps a
nd u
se
thes
e re
latio
nshi
ps t
o ex
plai
n ch
ange
. The
y un
ders
tand
eve
nts
that
oc
cur
toge
ther
with
re
gula
rity
mig
ht o
r m
ight
no
t si
gnify
a c
ause
and
ef
fect
rel
atio
nshi
p.
Stud
ents
cla
ssify
rel
atio
nshi
ps a
s ca
usal
or
corr
elat
iona
l, an
d re
c-og
nize
tha
t co
rrel
atio
n do
es n
ot
nece
ssar
ily im
ply
caus
atio
n. T
hey
use
caus
e an
d ef
fect
rel
atio
nshi
ps
to p
redi
ct p
heno
men
a in
nat
u-ra
l or
desi
gned
sys
tem
s. T
hey
also
und
erst
and
that
phe
nom
ena
may
hav
e m
ore
than
one
cau
se,
and
som
e ca
use
and
effe
ct r
ela-
tions
hips
in s
yste
ms
can
only
be
desc
ribed
usi
ng p
roba
bilit
y.
Stud
ents
und
erst
and
that
em
piric
al e
vi-
denc
e is
req
uire
d to
diff
eren
tiate
bet
wee
n ca
use
and
corr
elat
ion
and
to m
ake
clai
ms
abou
t sp
ecifi
c ca
uses
and
effe
cts.
The
y su
gges
t ca
use
and
effe
ct r
elat
ions
hips
to
exp
lain
and
pre
dict
beh
avio
rs in
com
-pl
ex n
atur
al a
nd d
esig
ned
syst
ems.
The
y al
so p
ropo
se c
ausa
l rel
atio
nshi
ps b
y ex
am-
inin
g w
hat
is k
now
n ab
out
smal
ler
scal
e m
echa
nism
s w
ithin
the
sys
tem
. The
y re
cog-
nize
cha
nges
in s
yste
ms
may
hav
e va
rious
ca
uses
tha
t m
ay n
ot h
ave
equa
l effe
cts.
Adapted from the NGSS AppendiProgression of Crosscutt
x G by the ing Concept
California Science s in Grades K–12
Project.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1615Appendix 12016 California Science Framework
3.
SC
ALE
, P
RO
PO
RT
ION
, A
ND
QU
AN
TIT
Y.
In c
onsi
derin
g ph
enom
ena,
it is
crit
ical
to
reco
gniz
e w
hat
is r
elev
ant
at d
iffer
ent
mea
sure
s of
siz
e, t
ime,
and
ene
rgy
and
to r
ecog
nize
how
cha
nges
in
sca
le, p
ropo
rtio
n, o
r qu
antit
y af
fect
a s
yste
m’s s
truc
ture
or
perf
orm
ance
.
4.
SY
ST
EM
S A
ND
SY
ST
EM
MO
DE
LS.
Def
inin
g th
e sy
stem
und
er s
tudy
—sp
ecify
ing
its b
ound
arie
s an
d m
akin
g ex
plic
it a
mod
el o
f th
at s
yste
m—
prov
ides
too
ls fo
r un
ders
tand
ing
and
test
-in
g id
eas
that
are
app
licab
le t
hrou
ghou
t sc
ienc
e an
d en
gine
erin
g.
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Stud
ents
use
rel
ativ
e sc
ales
(e.
g., b
igge
r an
d sm
alle
r; h
otte
r an
d co
lder
; fa
ster
an
d sl
ower
) to
de
scrib
e ob
ject
s.
They
use
sta
ndar
d un
its t
o m
easu
re
leng
th.
Stud
ents
rec
ogni
ze
natu
ral o
bjec
ts
and
obse
rvab
le
phen
omen
a ex
ist
from
th
e ve
ry s
mal
l to
the
imm
ense
ly la
rge.
The
y us
e st
anda
rd u
nits
to
mea
sure
and
des
crib
e ph
ysic
al q
uant
ities
su
ch a
s w
eigh
t, t
ime,
te
mpe
ratu
re, a
nd
volu
me.
Stud
ents
obs
erve
tim
e, s
pace
, and
ene
rgy
phen
omen
a at
var
ious
sca
les
usin
g m
odel
s to
stu
dy s
yste
ms
that
are
too
larg
e or
too
sm
all t
o ob
serv
e di
rect
ly. T
hey
unde
rsta
nd
phen
omen
a ob
serv
ed a
t on
e sc
ale
may
no
t be
obs
erva
ble
at a
noth
er s
cale
, and
th
e fu
nctio
n of
nat
ural
and
des
igne
d sy
stem
s m
ay c
hang
e w
ith s
cale
. The
y us
e pr
opor
tiona
l rel
atio
nshi
ps (
e.g.
, spe
ed a
s th
e ra
tio o
f di
stan
ce t
rave
led
to t
ime
take
n)
to g
athe
r in
form
atio
n ab
out
the
mag
nitu
de
of p
rope
rtie
s an
d pr
oces
ses.
The
y re
pres
ent
scie
ntifi
c re
latio
nshi
ps t
hrou
gh t
he u
se o
f al
gebr
aic
expr
essi
ons
and
equa
tions
.
Stud
ents
und
erst
and
the
sign
ifica
nce
of a
phe
-no
men
on is
dep
ende
nt o
n th
e sc
ale,
pro
port
ion,
an
d qu
antit
y at
whi
ch it
occ
urs.
The
y re
cog-
nize
pat
tern
s ob
serv
able
at
one
scal
e m
ay n
ot b
e ob
serv
able
or
exis
t at
oth
er s
cale
s, a
nd s
ome
sys-
tem
s ca
n on
ly b
e st
udie
d in
dire
ctly
as
they
are
too
sm
all,
too
larg
e, t
oo fa
st, o
r to
o sl
ow t
o ob
serv
e di
rect
ly. S
tude
nts
use
orde
rs o
f mag
nitu
de t
o un
ders
tand
how
a m
odel
at
one
scal
e re
late
s to
a m
odel
at
anot
her
scal
e. T
hey
use
alge
brai
c th
inki
ng t
o ex
amin
e sc
ient
ific
data
and
pre
dict
th
e ef
fect
of a
cha
nge
in o
ne v
aria
ble
on a
noth
er
(e.g
., lin
ear
grow
th v
ersu
s ex
pone
ntia
l gro
wth
).
Stud
ents
und
erst
and
obje
cts
and
orga
nism
s ca
n be
de
scrib
ed in
ter
ms
of t
heir
part
s; a
nd
syst
ems
in t
he
natu
ral a
nd d
esig
ned
wor
ld h
ave
part
s th
at
wor
k to
geth
er.
Stud
ents
und
erst
and
that
a s
yste
m is
a
grou
p of
rel
ated
par
ts
that
mak
e up
a w
hole
th
at c
an c
arry
out
fu
nctio
ns it
s in
divi
dual
pa
rts
cann
ot. T
hey
can
also
des
crib
e a
syst
em in
ter
ms
of it
s co
mpo
nent
s an
d th
eir
inte
ract
ions
.
Stud
ents
can
und
erst
and
that
sys
tem
s m
ay
inte
ract
with
oth
er s
yste
ms;
the
y m
ay h
ave
sub-
syst
ems
and
be a
par
t of
larg
er c
om-
plex
sys
tem
s. T
hey
can
use
mod
els
to
repr
esen
t sy
stem
s an
d th
eir
inte
ract
ions
—su
ch a
s in
puts
, pro
cess
es a
nd o
utpu
ts—
and
ener
gy, m
atte
r, an
d in
form
atio
n flo
ws
with
in
syst
ems.
The
y ca
n al
so le
arn
that
mod
els
are
limite
d in
tha
t th
ey o
nly
repr
esen
t ce
r-ta
in a
spec
ts o
f the
sys
tem
und
er s
tudy
.
Stud
ents
can
inve
stig
ate
or a
naly
ze a
sys
tem
by
def
inin
g its
bou
ndar
ies
and
initi
al c
ondi
tions
, as
wel
l as
its in
puts
and
out
puts
. The
y ca
n us
e m
odel
s (e
.g.,
phys
ical
, mat
hem
atic
al, c
ompu
ter
mod
els)
to
sim
ulat
e th
e flo
w o
f en
ergy
, mat
ter,
and
inte
ract
ions
with
in a
nd b
etw
een
syst
ems
at
diffe
rent
sca
les.
The
y ca
n al
so u
se m
odel
s an
d si
mul
atio
ns t
o pr
edic
t th
e be
havi
or o
f a
syst
em,
and
reco
gniz
e th
at t
hese
pre
dict
ions
hav
e lim
ited
prec
isio
n an
d re
liabi
lity
due
to t
he a
ssum
ptio
ns
and
appr
oxim
atio
ns in
here
nt in
the
mod
els.
The
y ca
n al
so d
esig
n sy
stem
s to
do
spec
ific
task
s.
1616
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
Appendix 1 2016 California Science Framework
5.
EN
ER
GY
AN
D M
AT
TE
R:
FLO
W,
CY
CLE
S,
AN
D C
ON
SE
RV
AT
ION
.Tr
acki
ng f
luxe
s of
ene
rgy
and
mat
ter
into
, out
of,
and
with
in s
yste
ms
help
s on
e un
ders
tand
the
sys
tem
s’ p
ossi
bilit
ies
and
limita
tions
.
6.
ST
RU
CT
UR
E A
ND
FU
NC
TIO
N.
The
way
in w
hich
an
obje
ct o
r liv
ing
thin
g is
sha
ped
and
its s
ubst
ruct
ure
dete
rmin
e m
any
of it
s pr
oper
ties
and
func
tions
.
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Stud
ents
obs
erve
tha
t ob
ject
s m
ay b
reak
into
sm
alle
r pi
eces
, be
put
toge
ther
into
larg
er p
iece
s,
or c
hang
e sh
apes
.
Stud
ents
lear
n m
atte
r is
m
ade
of p
artic
les,
and
en
ergy
can
be
tran
sfer
red
in v
ario
us w
ays
and
betw
een
obje
cts.
Stu
dent
s ob
serv
e th
e co
nser
vatio
n of
m
atte
r by
tra
ckin
g m
atte
r flo
ws
and
cycl
es b
efor
e an
d af
ter
proc
esse
s an
d re
cogn
izin
g th
e to
tal w
eigh
t of
sub
stan
ces
does
not
ch
ange
.
Stud
ents
lear
n m
atte
r is
con
serv
ed
beca
use
atom
s ar
e co
nser
ved
in p
hys-
ical
and
che
mic
al p
roce
sses
. The
y al
so le
arn
with
in a
nat
ural
or
desi
gned
sy
stem
, the
tra
nsfe
r of
ene
rgy
driv
es
the
mot
ion
and/
or c
yclin
g of
mat
-te
r. En
ergy
may
tak
e di
ffere
nt fo
rms
(e.g
. ene
rgy
in f
ield
s, t
herm
al e
nerg
y,
ener
gy o
f m
otio
n). T
he t
rans
fer
of
ener
gy c
an b
e tr
acke
d as
ene
rgy
flow
s th
roug
h a
desi
gned
or
natu
ral s
yste
m.
Stud
ents
lear
n th
at t
he t
otal
am
ount
of
ener
gy a
nd m
atte
r in
clo
sed
syst
ems
is
cons
erve
d. T
hey
can
desc
ribe
chan
ges
of
ener
gy a
nd m
atte
r in
a s
yste
m in
ter
ms
of
ener
gy a
nd m
atte
r flo
ws
into
, out
of,
and
with
in t
hat
syst
em. T
hey
also
lear
n th
at
ener
gy c
anno
t be
cre
ated
or
dest
roye
d. I
t on
ly m
oves
bet
wee
n on
e pl
ace
and
anot
her
plac
e, b
etw
een
obje
cts
and/
or f
ield
s, o
r be
twee
n sy
stem
s. E
nerg
y dr
ives
the
cyc
ling
of m
atte
r w
ithin
and
bet
wee
n sy
stem
s.
In n
ucle
ar p
roce
sses
, ato
ms
are
not
cons
erve
d, b
ut t
he t
otal
num
ber
of p
roto
ns
plus
neu
tron
s is
con
serv
ed.
Stud
ents
obs
erve
tha
t th
e sh
ape
and
stab
ility
of
str
uctu
res
of n
atur
al
and
desi
gned
obj
ects
are
re
late
d to
the
ir fu
nctio
n(s)
.
Stud
ents
lear
n di
ffere
nt
mat
eria
ls h
ave
diffe
rent
su
bstr
uctu
res,
whi
ch c
an
som
etim
es b
e ob
serv
ed;
and
subs
truc
ture
s ha
ve
shap
es a
nd p
arts
tha
t se
rve
func
tions
.
Stud
ents
mod
el c
ompl
ex a
nd m
icro
-sc
opic
str
uctu
res
and
syst
ems
and
visu
aliz
e ho
w t
heir
func
tion
depe
nds
on t
he s
hape
s, c
ompo
sitio
n, a
nd
rela
tions
hips
am
ong
its p
arts
. The
y an
alyz
e m
any
com
plex
nat
ural
and
de
sign
ed s
truc
ture
s an
d sy
stem
s to
de
term
ine
how
the
y fu
nctio
n. T
hey
desi
gn s
truc
ture
s to
ser
ve p
artic
ular
fu
nctio
ns b
y ta
king
into
acc
ount
pro
p-er
ties
of d
iffer
ent
mat
eria
ls, a
nd h
ow
mat
eria
ls c
an b
e sh
aped
and
use
d.
Stud
ents
inve
stig
ate
syst
ems
by e
xam
inin
g th
e pr
oper
ties
of d
iffer
ent
mat
eria
ls,
the
stru
ctur
es o
f di
ffere
nt c
ompo
nent
s,
and
thei
r in
terc
onne
ctio
ns t
o re
veal
the
sy
stem
’s fu
nctio
n an
d/or
sol
ve p
robl
ems.
Th
ey in
fer
the
func
tions
and
pro
pert
ies
of
natu
ral a
nd d
esig
ned
obje
cts
and
syst
ems
from
the
ir ov
eral
l str
uctu
re, t
he w
ay t
heir
com
pone
nts
are
shap
ed a
nd u
sed,
and
the
m
olec
ular
sub
stru
ctur
es o
f th
eir
vario
us
mat
eria
ls.
Progression of SEPs, DCIs, and CCCs in Kindergarten through Grade Twelve
1617Appendix 12016 California Science Framework
7.
ST
AB
ILIT
Y A
ND
CH
AN
GE
.Fo
r na
tura
l and
bui
lt sy
stem
s al
ike,
con
ditio
ns o
f st
abili
ty a
nd d
eter
min
ants
of
rate
s of
cha
nge
or e
volu
tion
of a
sys
tem
are
crit
ical
ele
men
ts
of s
tudy
.
Pri
mar
y S
choo
l (G
rade
s K
–2
)El
emen
tary
Sch
ool
(Gra
des
3–
5)
Mid
dle
Gra
des
(Gra
des
6–
8)
Hig
h S
choo
l (G
rade
s 9
–1
2)
Stud
ents
obs
erve
som
e th
ings
sta
y th
e sa
me
whi
le o
ther
thi
ngs
chan
ge, a
nd t
hing
s m
ay
chan
ge s
low
ly o
r ra
pidl
y.
Stud
ents
mea
sure
ch
ange
in t
erm
s of
dif-
fere
nces
ove
r tim
e, a
nd
obse
rve
that
cha
nge
may
oc
cur
at d
iffer
ent
rate
s.
Stud
ents
lear
n so
me
syst
ems
appe
ar s
tabl
e,
but
over
long
per
iods
of
time
they
will
eve
ntua
lly
chan
ge.
Stud
ents
exp
lain
sta
bilit
y an
d ch
ange
in
natu
ral o
r de
sign
ed s
yste
ms
by e
xam
in-
ing
chan
ges
over
tim
e, a
nd c
onsi
derin
g fo
rces
at
diffe
rent
sca
les,
incl
udin
g th
e at
omic
sca
le. S
tude
nts
lear
n ch
ange
s in
on
e pa
rt o
f a
syst
em m
ight
cau
se la
rge
chan
ges
in a
noth
er p
art,
sys
tem
s in
dy
nam
ic e
quili
briu
m a
re s
tabl
e du
e to
a
bala
nce
of fe
edba
ck m
echa
nism
s, a
nd
stab
ility
mig
ht b
e di
stur
bed
by e
ither
su
dden
eve
nts
or g
radu
al c
hang
es t
hat
accu
mul
ate
over
tim
e.
Stud
ents
und
erst
and
muc
h of
sci
ence
dea
ls
with
con
stru
ctin
g ex
plan
atio
ns o
f ho
w t
hing
s ch
ange
and
how
the
y re
mai
n st
able
. The
y qu
antif
y an
d m
odel
cha
nges
in s
yste
ms
over
ver
y sh
ort
or v
ery
long
per
iods
of
time.
Th
ey s
ee s
ome
chan
ges
are
irrev
ersi
ble,
and
ne
gativ
e fe
edba
ck c
an s
tabi
lize
a sy
stem
, w
hile
pos
itive
feed
back
can
des
tabi
lize
it.
They
rec
ogni
ze s
yste
ms
can
be d
esig
ned
for
grea
ter
or le
sser
sta
bilit
y.
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