National Academies Press: OpenBook

Next Generation Science Standards: For States, By States (2013)

Chapter: Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)

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Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
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Connections to Standards Arranged by Disciplinary Core Ideas (DCIs)

K-PS2 Motion and Stability: Forces and Interactions

Connections to other DCIs in kindergarten

K‑PS2‑2: K.ETS1.A, K.ETS1.B

Articulation of DCIs across grade levels

K‑PS2‑1: 3.PS2.A, 3.PS2.B, 4.PS3.A

K‑PS2‑2: 2.ETS1.B, 3.PS2.A, 4.ETS1.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

K‑PS2‑1: W.K.7

K‑PS2‑2: RI.K.1, SL.K.3

Key

RI.K.1: With prompting and support, ask and answer questions about Key details in a text.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Mathematics

K‑PS2‑1: MP.2, K.MD.A.1, K.MD.A.2

Key

MP.2: Reason abstractly and quantitatively.

K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute and describe the difference.

K-PS3 Energy

Connections to other DCIs in kindergarten

K‑PS3‑2: K.ETS1.A, K.ETS1.B

Articulation of DCIs across grade levels

K‑PS3‑1: 1.PS4.B, 3.ESS2.D

K‑PS3‑2: 1.PS4.B, 2.ETS1.B, 4.ETS1.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

K‑PS3‑1: W.K.7

K‑PS3‑2: W.K.7

Key

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Mathematics

K‑PS3‑1: K.MD.A.2

K‑PS3‑2: K.MD.A.2

Key

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute and describe the difference.

K-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in kindergarten

N/A

Articulation of DCIs across grade levels

K‑LS1‑1: 1.LS1.A, 2.LS2.A, 3.LS2.C, 3.LS4.B, 5.LS1.C, 5.LS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

K‑LS1‑1: W.K.7

Key

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Mathematics

K‑LS1‑1: K.MD.A.2

Key

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute and describe the difference.

K-ESS2 Earth’s Systems

Connections to other DCIs in kindergarten

N/A

Articulation of DCIs across grade levels

K‑ESS2‑1: 2.ESS2.A, 3.ESS2.D, 4.ESS2.A

K‑ESS2‑2: 4.ESS2.E, 5.ESS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

ELA/Literacy

K‑ESS2‑1: W.K.7

K‑ESS2‑2: RI.K.1, W.K.1, W.K.2

Key

RI.K.1: With prompting and support, ask and answer questions about key details in a text.

W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Mathematics

K‑ESS2‑1: MP.2, MP.4, K.CC.A, K.MD.A.1, K.MD.B.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

K.CC.A: Know number names and the count sequence.

K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.B.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count.

K-ESS3 Earth and Human Activity

Connections to other DCIs in kindergarten

K‑ESS3‑2: K.ETS1.A

K‑ESS3‑3: K.ETS1.A

Articulation of DCIs across grade levels

K‑ESS3‑1: 1.LS1.A, 5.LS2.A, 5.ESS2.A

K‑ESS3‑2: 2.ESS1.C, 3.ESS3.B, 4.ESS3.B

K‑ESS3‑3: 2.ETS1.B, 4.ESS3.A, 5.ESS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

K‑ESS3‑1: SL.K.5

K‑ESS3‑2: RI.K.1, SL.K.3

K‑ESS3‑3: W.K.2

Key

RI.K.1: With prompting and support, ask and answer questions about Key details in a text.

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Mathematics

K‑ESS3‑1: MP.2, MP.4, K.CC

K‑ESS3‑2: MP.4, K.CC

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

K.CC: Counting and Cardinality.

1-PS4 Waves and Their Applications in Technologies for Information Transfer

Connections to other DCIs in first grade

N/A

Articulation of DCIs across grade levels

1‑PS4‑2: 4.PS4.B

1‑PS4‑3: 2.PS1.A

1‑PS4‑4: K.ETS1.A, 2.ETS1.B, 4.PS4.C, 4.ETS1.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

1‑PS4‑1: W.1.7, W.1.8, SL.1.1

1‑PS4‑2: W.1.2, W.1.7, W.1.8, SL.1.1

1‑PS4‑3: W.1.7, W.1.8, SL.1.1

1‑PS4‑4: W.1.7

Key

W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

SL.1.1: Participate in collaborative conversations with diverse partners about g rade 1 topics and texts with peers and adults in small and larger groups.

Mathematics

1‑PS4‑4: MP.5, 1.MD.A.1, 1.MD.A.2

Key

MP.5: Use appropriate tools strategically.

1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2: Express the length of an object as a whole number of length units, by layering multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

1-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in first grade

N/A

Articulation of DCIs across grade levels

1‑LS1‑1: K.ETS1.A, K4.LS1.A, 4.LS1.D, 4.ETS1.A

1‑LS1‑2: 3.LS2.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

1‑LS1‑1: W.1.7

1‑LS1‑2: RI.1.1, RI.1.2, RI.1.10

Key

RI.1.1: Ask and answer questions about Key details in a text.

RI.1.2: Identify the main topic and retell Key details of a text.

RI.1.10: With prompting and support, read informational texts appropriately complex for grade.

W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Mathematics

1‑LS1‑2: 1.NBT.B.3, 1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6

Key

1.NBT.B.3: Compare two 2-digit numbers based on the meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.4: Add within 100, including adding a 2-digit number and a 1-digit number, and adding a 2-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding 2-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

1.NBT.C.5: Given a 2-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.C.6: Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

1-LS3 Heredity: Inheritance and Variation of Traits

Connections to other DCIs in first grade

N/A

Articulation of DCIs across grade levels

1‑LS3‑1: 3.LS3.A, 3.LS3.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

1‑LS3‑1: RI.1.1, W.1.7, W.1.8

Key

RI.1.1: Ask and answer questions about Key details in a text.

W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics

1‑LS3‑1: MP.2, MP.5, 1.MD.A.1

Key

MP.2: Reason abstractly and quantitatively.

MP.5: Use appropriate tools strategically.

1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

1-ESS1 Earth’s Place in the Universe

Connections to other DCIs in first grade

N/A

Articulation of DCIs across grade levels

1‑ESS1‑1: 3.PS2.A, 5.PS2.B, 5-ESS1.B

1‑ESS1‑2: 5.PS2.B, 5-ESS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

1‑ESS1‑1: W.1.7, W.1.8

1‑ESS1‑2: W.1.7, W.1.8

Key

W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Mathematics

1‑ESS1‑2: MP.2, MP.4, MP.5, 1.OA.A.1, 1.MD.C.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations to represent the problem).

1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

2-PS1 Matter and Its Interactions

Connections to other DCIs in second grade

N/A

Articulation of DCIs across grade levels

2‑PS1‑1: 5.PS1.A

2‑PS1‑2: 5.PS1.A

2‑PS1‑3: 4.ESS2.A, 5.PS1.A, 5.LS2.A

2‑PS1‑4: 5.PS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

2‑PS1‑1: W.2.7, W.2.8

2‑PS1‑2: RI.2.8, W.2.7, W.2.8

2‑PS1‑3: W.2.7, W.2.8

2‑PS1‑4: RI.2.1, RI.2.3, RI.2.8, W.2.1

Key

RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of Key details in a text.

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.8: Describe how reasons support specific points the author makes in a text.

W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations).

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

Mathematics

2‑PS1‑1: MP.4, 2.MD.D.10

2‑PS1‑2: MP.2, MP.4, MP.5, 2.MD.D.10,

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2-LS2 Ecosystems: Interactions, Energy, and Dynamics

Connections to other DCIs in second grade

N/A

Articulation of DCIs across grade levels

2‑LS2‑1: K.LS1.C, K-ESS3.A, 5.LS1.C

2‑LS2‑2: K.ETS1.A, 5.LS2.A

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

2‑LS2‑1: W.2.7, W.2.8

2‑LS2‑2: SL.2.5

Key

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations).

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Mathematics

2‑LS2‑1: MP.2, MP.4, MP.5

2‑LS2‑2: MP.4, 2.MD.D.10

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2-LS4 Biological Evolution: Unity and Diversity

Connections to other DCIs in second grade

N/A

Articulation of DCIs across grade levels

2‑LS4‑1: 3.LS4.C, 3.LS4.D, 5.LS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

2‑LS4‑1: W.2.7, W.2.8

Key

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations).

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

Mathematics

2‑LS4‑1: MP.2, MP.4, 2.MD.D.10

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

2-ESS1 Earth’s Place in the Universe

Connections to other DCIs in second grade

N/A

Articulation of DCIs across grade levels

2‑ESS1‑1: 3.LS2.C, 4.ESS1.C, 4.ESS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

2‑ESS1‑1: RI.2.1, RI.2.3, W.2.6, W.2.7, W.2.8, SL.2.2

Key

RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of Key details in a text.

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report, record science observations).

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

SL.2.2: Recount or describe Key ideas or details from a text read aloud or information presented orally or through other media.

Mathematics

2‑ESS1‑1: MP.2, MP.4, 2.NBT.A

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

2.NBT.A: Understand place value.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

2-ESS2 Earth’s Systems

Connections to other DCIs in second grade

2‑ESS2‑3: 2.PS1.A

Articulation of DCIs across grade levels

2‑ESS2‑1: K.ETS1.A, 4.ESS2.A, 4.ETS1.A, 4.ETS1.B, 4.ETS1.C, 5.ESS2.A

2‑ESS2‑2: 4.ESS2.B, 5.ESS2.C

2‑ESS2‑3: 5.ESS2.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

2‑ESS2‑1: RI.2.3, RI.2.9

2‑ESS2‑2: SL.2.5

2‑ESS2‑3: W.2.6, W.2.8

Key

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Mathematics

2‑ESS2‑1: MP.2, MP.4, MP.5, 2.MD.B.5

2‑ESS2‑2: MP.2, MP.4, 2.NBT.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

2.NBT.A.3: Read and write numbers to 1,000 using base-10 numerals, number names, and expanded form.

2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings [such as drawings of rulers] and equations with a symbol for the unknown number to represent the problem).

K-2-ETS1 Engineering Design

Connections to K‑2‑ETS1.A: Defining and Delimiting Engineering Problems

Kindergarten: K-PS2-2, K-ESS3-2

Connections to K‑2‑ETS1.B: Developing Possible Solutions to Problems

Kindergarten: K-ESS3-3

First Grade: 1-PS4-4

Second Grade: 2-LS2-2

Connections to K‑2‑ETS1.C: Optimizing the Design Solution

Second Grade: 2-ESS2-1

Articulation of DCIs across grade bands

K‑2‑ETS1‑1: 3-5.ETS1.A, 3-5.ETS1.C

K‑2‑ETS1‑2: 3-5.ETS1.A, 3-5.ETS1.B, 3-5.ETS1.C

K‑2‑ETS1‑3: 3-5.ETS1.A, 3-5.ETS1.B, 3-5.ETS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

K‑2‑ETS1‑1: RI.2.1, W.2.6, W.2.8

K‑2‑ETS1‑2: SL.2.5

K‑2‑ETS1‑3: W.2.6, W.2.8

Key

RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of Key details in a text.

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.8: Recall information from experiences or gather information from provided sources to answer a question.

SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Mathematics

K‑2‑ETS1‑1: MP.2, MP.4, MP.5, 2.MD.D.10

K‑2‑ETS1‑3: MP.2, MP.4, MP.5, 2.MD.D.10

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

3-PS2 Motion and Stability: Forces and Interactions

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑PS2‑1: K.PS2.A, K.PS2.B, K.PS3.C, 5.PS2.B, MS.PS2.A, MS.ESS1.B, MS.ESS2.C

3‑PS2‑2: 1.ESS1.A, 4.PS4.A, MS.PS2.A, MS.ESS1.B

3‑PS2‑3: MS.PS2.B

3‑PS2‑4: K.ETS1.A, 4.ETS1.A, MS.PS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑PS2‑1: RI.3.1, W.3.7, W.3.8

3‑PS2‑2: W.3.7, W.3.8

3‑PS2‑3: RI.3.1, RI.3.3, RI.3.8, SL.3.3

Key

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

W.3.7: Conduct short research projects that build knowledge about a topic.

W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Mathematics

3‑PS2‑1: MP.2, MP.5, 3.MD.A.2

Key

MP.2: Reason abstractly and quantitatively.

MP.5: Use appropriate tools strategically.

3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve 1-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings [such as a beaker with a measurement scale] to represent the problem).

3-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑LS1‑1: MS.LS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑LS1‑1: RI.3.7, SL.3.5

Key

RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how Key events occur).

SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Mathematics

3‑LS1‑1: MP.4, 3.NBT, 3.NF

Key

MP.4: Model with Mathematics.

3.NBT: Number and Operations in Base Ten.

3.NF: Number and Operations—Fractions.

3-LS2 Ecosystems: Interactions, Energy, and Dynamics

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑LS2‑1: 1.LS1.B, MS.LS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑LS2‑1: RI.3.1, RI.3.3, W.3.1

Key

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

Mathematics

3‑LS2‑1: MP.4, 3.NBT

Key

MP.4: Model with Mathematics.

3.NBT: Number and Operations in Base Ten.

3-LS3 Heredity: Inheritance and Variation of Traits

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑LS3‑1: 1.LS3.A, 1.LS3.B, MS.LS3.A, MS.LS3.B

3‑LS3‑2: MS.LS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑LS3‑1: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4

3‑LS3‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4

Key

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2: Determine the main idea of a text; recount the Key details and explain how they support the main idea.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Mathematics

3‑LS3‑1: MP.2, MP.4, 3.MD.B.4

3‑LS3‑2: MP.2, MP.4, 3.MD.B.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

3-LS4 Biological Evolution: Unity and Diversity

Connections to other DCIs in third grade

3‑LS4‑2: 3.LS4.C

3‑LS4‑3: 3.ESS2.D

3‑LS4‑4: 3.ESS3.B

Articulation of DCIs across grade levels

3‑LS4‑1: 4.ESS1.C, MS.LS2.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.B

3‑LS4‑2: 1.LS3.A, MS.LS2.A, MS.LS3.B, MS.LS4.B

3‑LS4‑3: K.ESS3.A, 2.LS2.A, 2.LS4.D, MS.LS2.A, MS.LS4.B, MS.LS4.C, MS.ESS1.C

3‑LS4‑4: K.ESS3.A, K.ETS1.A, 2.LS2.A, 2.LS4.D, 4.ESS3.B, 4.ETS1.A, MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS1.C, MS.ESS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑LS4‑1: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, W.3.8

3‑LS4‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4

3‑LS4‑3: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4

3‑LS4‑4: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4

Key

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2: Determine the main idea of a text; recount the Key details and explain how they support the main idea.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Mathematics

3‑LS4‑1: MP.2, MP.4, MP.5, 3.MD.B.4

3‑LS4‑2: MP.2, MP.4, 3.MD.B.3

3‑LS4‑3: MP.2, MP.4, 3.MD.B.3

3‑LS4‑4: MP.2, MP.4

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve 1- and 2-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

3-ESS2 Earth’s Systems

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑ESS2‑1: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.D

3‑ESS2‑2: MS.ESS2.C, MS.ESS2.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑ESS2‑2: RI.3.1, RI.3.9, W.3.8

Key

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.9: Compare and contrast the most important points and Key details presented in two texts on the same topic.

W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Mathematics

3‑ESS2‑1: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.3

3‑ESS2‑2: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve 1-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings [such as a beaker with a measurement scale] to represent the problem).

3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve 1- and 2-step “how many more” and “how many less” problems using information presented in bar graphs.

3-ESS3 Earth and Human Activity

Connections to other DCIs in third grade

N/A

Articulation of DCIs across grade levels

3‑ESS3‑1: K.ESS3.B, K.ETS1.A, 4.ESS3.B, 4.ETS1.A, MS.ESS3.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑ESS3‑1: W.3.1, W.3.7

Key

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.7: Conduct short research projects that build knowledge about a topic.

Mathematics

3‑ESS3‑1: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

4-PS3 Energy

Connections to other DCIs in fourth grade

N/A

Articulation of DCIs across grade levels

4‑PS3‑1: MS.PS3.A

4‑PS3‑2: MS.PS2.B, MS.PS3.A, MS.PS3.B, MS.PS4.B

4‑PS3‑3: K.PS2.B, 3.PS2.A, MS.PS2.A, MS.PS3.A, MS.PS3.B, MS.PS3.C

4‑PS3‑4: K.ETS1.A, 2.ETS1.B, 5.PS3.D, 5.LS1.C, MS.PS3.A, MS.PS3.B, MS.ETS1.B, MS.ETS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑PS3‑1: RI.4.1, RI.4.3, RI.4.9, W.4.2, W.4.8, W.4.9

4‑PS3‑2: W.4.7, W.4.8

4‑PS3‑3: W.4.7, W.4.8

4‑PS3‑4: W.4.7, W.4.8

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Key

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.

W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

4‑PS3‑4: 4.OA.A.3

Key

4.OA.A.3: Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

4-PS4 Waves and Their Applications in Technologies for Information Transfer

Connections to other DCIs in fourth grade

4‑PS4‑1: 4.PS3.A, 4.PS3.B

4‑PS4‑3: 4.ETS1.A

Articulation of DCIs across grade levels

4‑PS4‑1: MS.PS4.A

4‑PS4‑2: 1.PS4.B, MS.PS4.B, MS.LS1.D

4‑PS4‑3: K.ETS1.A, 1.PS4.C, 2.ETS1.B, 2.ETS1.C, 3.PS2.A, MS.PS4.C, MS.ETS1.B

Connections to Co.mmon Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑PS4‑1: SL.4.5

4‑PS4‑2: SL.4.5

4‑PS4‑3: RI.4.1, RI.4.9

Key

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

4‑PS4‑1: MP.4, 4.G.A.1

4‑PS4‑2: MP.4, 4.G.A.1

Key

MP.4: Model with Mathematics.

4.G.A.1: Draw points, lines, line segments, rays, angles (e.g., right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

4-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in fourth grade

N/A

Articulation of DCIs across grade levels

4‑LS1‑1: 1.LS1.A, 3.LS3.B, MS.LS1.A

4‑LS1‑2: 1.LS1.D, MS.LS1.A, MS.LS1.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑LS1‑1: W.4.1

4‑LS1‑2: SL.4.5

Key

W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

4‑LS1‑1: 4.G.A.3

Key

4.G.A.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

4-ESS1 Earth’s Place in the Universe

Connections to other DCIs in fourth grade

N/A

Articulation of DCIs across grade levels

4‑ESS1‑1: 2.ESS1.C, 3.LS4.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑ESS1‑1: W.4.7, W.4.8, W.4.9

Key

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.

W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

4‑ESS1‑1: MP.2, MP.4, 4.MD.A.1

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

4.MD.A.1: Know relative sizes of measurement units within one system of units, including km, m, and cm; kg and g; lb and oz; l and mL; and hr, min, and sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

4-ESS2 Earth’s Systems

Connections to other DCIs in fourth grade

N/A

Articulation of DCIs across grade levels

4‑ESS2‑1: 2.ESS1.C, 2.ESS2.A, 5.ESS2.A

4‑ESS2‑2: 2.ESS2.B, 2.ESS2.C, 5.ESS2.C, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑ESS2‑1: W.4.7, W.4.8

4‑ESS2‑2: RI.4.7

Key

RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.

Mathematics

4‑ESS2‑1: MP.2, MP.4, MP.5, 4.MD.A.1, 4.MD.A.2

4‑ESS2‑2: 4.MD.A.2

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

4.MD.A.1: Know relative sizes of measurement units within one system of units, including km, m, and cm; kg and g; lb and oz; l and mL; and hr, min, and sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

4-ESS3 Earth and Human Activity

Connections to other DCIs in fourth grade

4‑ESS3‑2: 4.ETS1.C

Articulation of DCIs across grade levels

4‑ESS3‑1: 5.ESS3.C, MS.PS3.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C, MS.ESS3.D

4‑ESS3‑2: K.ETS1.A, 2.ETS1.B, 2.ETS1.C, MS.ESS2.A, MS.ESS3.B, MS.ETS1.B

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

4‑ESS3‑1: W.4.7, W.4.8, W.4.9

4‑ESS3‑2: RI.4.1, RI.4.9

Key

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide a list of sources.

W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

4‑ESS3‑1: MP.2, MP.4, 4.OA.A.1

4‑ESS3‑2: MP.2, MP.4, 4.OA.A.1

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

4.OA.A.1: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.

5-PS1 Matter and Its Interactions

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑PS1‑1: 2.PS1.A, MS.PS1.A

5‑PS1‑2: 2.PS1.A, 2.PS1.B, MS.PS1.A, MS.PS1.B

5‑PS1‑3: 2.PS1.A, MS.PS1.A

5‑PS1‑4: 2.PS1.B, MS.PS1.A, MS.PS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑PS1‑1: RI.5.7

5‑PS1‑2: W.5.7, W.5.8, W.5.9

5‑PS1‑3: W.5.7, W.5.8, W.5.9

5‑PS1‑4: W.5.7, W.5.8, W.5.9

Key

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

5‑PS1‑1: MP.2, MP.4, 5.NBT.A.1, 5.NF.B.7, 5.MD.C.3, 5.MD.C.4

5‑PS1‑2: MP.2, MP.4, MP.5, 5.MD.A.1

5‑PS1‑3: MP.2, MP.4, MP.5

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

5.NBT.A.1: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.NF.B.7: Apply and extend previous understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.C.4: Measure volumes by counting unit cubes, using cubic centimeters, cubic inches, cubic feet, and improvised units.

5-PS2 Motion and Stability: Forces and Interactions

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑PS2‑1: 3.PS2.A, 3.PS2.B, MS.PS2.B, MS.ESS1.B, MS.ESS2.C

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑PS2‑1: RI.5.1, RI.5.9, W.5.1

Key

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

5-PS3 Energy

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑PS3‑1: K.LS1.C, 2.LS2.A, 4.PS3.A, 4.PS3.B, 4.PS3.D, MS.PS3.D, MS.PS4.B, MS.LS1.C, MS.LS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑PS3‑1: RI.5.7, SL.5.5

Key

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in fifth grade

5‑LS1‑1: 5.PS1.A

Articulation of DCIs across grade levels

5‑LS1‑1: K.LS1.C, 2.LS2.A, MS.LS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑LS1‑1: RI.5.1, RI.5.9, W.5.1

Key

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Mathematics

5‑LS1‑1: MP.2, MP.4, MP.5, 5.MD.A.1

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.

5-LS2 Ecosystems: Interactions, Energy, and Dynamics

Connections to other DCIs in fifth grade

5‑LS2‑1: 5.PS1.A, 5.ESS2.A

Articulation of DCIs across grade levels

5‑LS2‑1: 2.PS1.A, 2.LS4.D, 4.ESS2.E, MS.PS3.D, MS.LS1.C, MS.LS2.A, MS.LS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑LS2‑1: RI.5.7, SL.5.5

Key

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

5‑LS2‑1: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

5-ESS1 Earth’s Place in the Universe

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑ESS1‑1: MS.ESS1.A, MS.ESS1.B

5‑ESS1‑2: 1.ESS1.A, 1.ESS1.B, 3.PS2.A, MS.ESS1.A, MS.ESS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑ESS1‑1: RI.5.1, RI.5.7, RI.5.8, RI.5.9, W.5.1

5‑ESS1‑2: SL.5.5

Key

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

5‑ESS1‑1: MP.2, MP.4, 5.NBT.A.2

5‑ESS1‑2: MP.2, MP.4, 5.G.A.2

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

5.NBT.A.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.G.A.2: Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5-ESS2 Earth’s Systems

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑ESS2‑1: 2.ESS2.A, 3.ESS2.D, 4.ESS2.A, MS.ESS2.A, MS.ESS2.C, MS.ESS2.D

5‑ESS2‑2: 2.ESS2.C, MS.ESS2.C, MS.ESS3.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

5‑ESS2‑1: RI.5.7, SL.5.5

5‑ESS2‑2: RI.5.7, W.5.8, SL.5.5

Key

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

5‑ESS2‑1: MP.2, MP.4, 5.G.A.2

5‑ESS2‑2: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

5.G.A.2: Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5-ESS3 Earth and Human Activity

Connections to other DCIs in fifth grade

N/A

Articulation of DCIs across grade levels

5‑ESS3‑1: MS.ESS3.A, MS.ESS3.C, MS.ESS3.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

ELA/Literacy

5‑ESS3‑1: RI.5.1, RI.5.7, RI.5.9, W.5.8, W.5.9

Key

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

5‑ESS3‑1: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

3-5-ETS1 Engineering Design

Connections to 3‑5‑ETS1.A: Defining and Delimiting Engineering Problems

Fourth Grade: 4-PS3-4

Connections to 3‑5‑ETS1.B: Designing Solutions to Engineering Problems

Fourth Grade: 4-ESS3-2

Connections to 3‑5‑ETS1.C: Optimizing the Design Solution

Fourth Grade: 4-PS4-3

Articulation of DCIs across grade bands

3‑5‑ETS1‑1: K-2.ETS1.A, MS.ETS1.A, MS.ETS1.B

3‑5‑ETS1‑2: K-2.ETS1.A, K-2.ETS1.B, K-2.ETS1.C, MS.ETS1.B, MS.ETS1.C

3‑5‑ETS1‑3: K-2.ETS1.A, K-2.ETS1.C, MS.ETS1.B, MS.ETS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

3‑5‑ETS‑1: W.5.7, W.5.8, W.5.9

3‑5‑ETS‑2: RI.5.1, RI.5.7, RI.5.9

3‑5‑ETS‑3: W.5.7, W.5.8, W.5.9

Key

RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

3‑5‑ETS‑1: MP.2, MP.4, MP.5, 3‑5.OA

3‑5‑ETS‑2: MP.2, MP.4, MP.5, 3‑5.OA

3‑5‑ETS‑3: MP.2, MP.4, MP.5

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

MP.5: Use appropriate tools strategically.

3‑5.OA: Operations and Algebraic Thinking.

MS-PS1 Matter and Its Interactions

Connections to other DCIs in this grade band

MS‑PS1‑1: MS.ESS2.C

MS‑PS1‑2: MS.PS3.D, MS.LS1.C, MS.ESS2.A

MS‑PS1‑3: MS.LS2.A, MS.LS4.D, MS.ESS3.A, MS.ESS3.C

MS‑PS1‑4: MS.ESS2.C

MS‑PS1‑5: MS.LS1.C, MS.LS2.B, MS.ESS2.A

MS‑PS1‑6: MS.PS3.D

Articulation across grade bands

MS‑PS1‑1: 5.PS1.A, HS.PS1.A, HS.ESS1.A

MS‑PS1‑2: 5.PS1.B, HS.PS1.B

MS‑PS1‑3: HS.PS1.A, HS.LS2.A, HS.LS4.D, HS.ESS3.A

MS‑PS1‑4: HS.PS1.A, HS.PS1.B, HS.PS3.A

MS‑PS1‑5: 5.PS1.B, HS.PS1.B

MS‑PS1‑6: HS.PS1.A, HS.PS1.B, HS.PS3.A, HS.PS3.B, HS.PS3.D

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑PS1‑1: RST.6‑8.7

MS‑PS1‑2: RST.6‑8.1, RST.6-8.7

MS‑PS1‑3: RST.6-8.1, WHST.6-8.8

MS‑PS1‑4: RST.6‑8.7

MS‑PS1‑5: RST.6‑8.7

MS‑PS1‑6: RST.6-8.3, WHST.6-8.7

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.6‑8.3: Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Mathematics

MS‑PS1‑1: MP.2, MP.4, 6.RP.A.3, 8.EE.A.3

MS‑PS1‑2: MP.2, 6.RP.A.3, 6.SP.B.4, 6.SP.B.5

MS‑PS1‑4: 6.NS.C.5

MS‑PS1‑5: MP.2, MP.4, 6.RP.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems.

6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electrical charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero in each situation.

8.EE.A.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities and to express how many times as much one is than the other.

6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

6.SP.B.5: Summarize numerical data sets in relation to their context.

MS-PS2 Motion and Stability: Forces and Interactions

Connections to other DCIs in this grade band

MS‑PS2‑1: MS.PS3.C

MS‑PS2‑2: MS.PS3.A, MS.PS3.B, MS.ESS2.C

MS‑PS2‑4: MS.ESS1.A, MS.ESS1.B, MS.ESS2.C

Articulation across grade bands

MS‑PS2‑1: 3.PS2.A, HS.PS2.A

MS‑PS2‑2: 3.PS2.A, HS.PS2.A, HS.PS3.B, HS.ESS1.B

MS‑PS2‑3: 3.PS2.B, HS.PS2.B

MS‑PS2‑4: 5.PS2.B, HS.PS2.B, HS.ESS1.B

MS‑PS2‑5: 3.PS2.B, HS.PS2.B, HS.PS3.A, HS.PS3.B, HS.PS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑PS2‑1: RST.6‑8.1, RST.6‑8.3, WHST.6‑8.7

MS‑PS2‑2: RST.6-8.3, WHST.6-8.7

MS‑PS2‑3: RST.6‑8.1

MS‑PS2‑4: WHST.6-8.1

MS‑PS2‑5: RST.6‑8.3, WHST.6‑8.7

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.6‑8.3: Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

WHST.6‑8.1: Write arguments focused on discipline-specific content.

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Mathematics

MS‑PS2‑1: MP.2, 6.NS.C.5, 6.EE.A.2, 7.EE.B.3, 7.EE.B.4

MS‑PS2‑2: MP.2, 6.EE.A.2, 7.EE.B.3, 7.EE.B.4

MS‑PS2‑3: MP.2

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Key

MP.2: Reason abstractly and quantitatively.

6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero in each situation.

6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.

7.EE.B.3: Solve multi-step, real-world and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; assess the reasonableness of answers using mental computation and estimation strategies.

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

MS-PS3 Energy

Connections to other DCIs in this grade band

MS‑PS3‑1: MS.PS2.A

MS‑PS3‑3: MS.PS1.B, MS.ESS2.A, MS.ESS2.C, MS.ESS2.D

MS‑PS3‑4: MS.PS1.A, MS.PS2.A, MS.ESS2.C, MS.ESS2.D, MS.ESS3.D

MS‑PS3‑5: MS.PS2.A

Articulation across grade bands

MS‑PS3‑1: 4.PS3.B, HS.PS3.A, HS.PS3.B

MS‑PS3‑2: HS.PS2.B, HS.PS3.B, HS.PS3.C

MS‑PS3‑3: 4.PS3.B, HS.PS3.B

MS‑PS3‑4: 4.PS3.C, HS.PS1.B, HS.PS3.A, HS.PS3.B

MS‑PS3‑5: 4.PS3.C, HS.PS3.A, HS.PS3.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑PS3‑1: RST.6‑8.1, RST.6-8.7

MS‑PS3‑2: SL.8.5

MS‑PS3‑3: RST.6‑8.3, WHST.6-8.7

MS‑PS3‑4: RST.6-8.3, WHST.6‑8.7

MS‑PS3‑5: RST.6‑8.1, WHST.6‑8.1

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.6‑8.3: Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

WHST.6‑8.1: Write arguments focused on discipline content.

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Mathematics

MS‑PS3‑1: MP.2, 6.RP.A.1, 6.RP.A.2, 7.RP.A.2, 8.EE.A.1, 8.EE.A.2, 8.F.A.3

MS‑PS3‑4: MP.2, 6.SP.B.5

MS‑PS3‑5: MP.2, 6.RP.A.1, 7.RP.A.2, 8.F.A.3

Key

MP.2: Reason abstractly and quantitatively.

6.RP.A.1: Understand the concept of ratio, and use ratio language to describe a ratio relationship between two quantities.

6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.

8.EE.A.2: Use square- and cube-root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

6.SP.B.5: Summarize numerical data sets in relation to their context.

MS-PS4 Waves and Their Applications in Technologies for Information Transfer

Connections to other DCIs in this grade band

MS‑PS4‑2: MS.LS1.D

Articulation across grade bands

MS‑PS4‑1: 4.PS3.A, 4.PS3.B, 4.PS4.A, HS.PS4.A, HS.PS4.B

MS‑PS4‑2: 4.PS4.B, HS.PS4.A, HS.PS4.B, HS.ESS1.A, HS.ESS2.A, HS.ESS2.C, HS.ESS2.D

MS‑PS4‑3: 4.PS4.C, HS.PS4.A, HS.PS4.C

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑PS4‑1: SL.8.5

MS‑PS4‑2: SL.8.5

MS‑PS4‑3: RST.6-8.1, RST.6‑8.2, RST.6-8.9, WHST.6-8.9

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts attending to the precise details of explanations or descriptions.

RST.6‑8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6‑8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6‑8.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Mathematics

MS‑PS4‑1: MP.2, MP.4, 6.RP.A.1, 6.RP.A.3, 7.RP.A.2, 8.F.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

8.F.A.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

MS-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in this grade band

MS‑LS1‑2: MS.LS3.A

MS‑LS1‑4: MS.LS2.A

MS‑LS1‑5: MS.LS2.A

MS‑LS1‑6: MS.PS1.B, MS.ESS2.A

MS‑LS1‑7: MS.PS1.B

Articulation to DCIs across grade bands

MS‑LS1‑1: HS.LS1.A

MS‑LS1‑2: 4.LS1.A, HS.LS1.A

MS‑LS1‑3: HS.LS1.A

MS‑LS1‑4: 3.LS1.B, HS.LS2.A, HS.LS2.D

MS‑LS1‑5: 3.LS1.B, 3.LS3.A, HS.LS2.A

MS‑LS1‑6: 5.PS3.D, 5.LS1.C, 5.LS2.A, 5.LS2.B, HS.PS1.B, HS.LS1.C, HS.LS2.B, HS.ESS2.D

MS‑LS1‑7: 5.PS3.D, 5.LS1.C, 5.LS2.B, HS.PS1.B, HS.LS1.C, HS.LS2.B

MS‑LS1‑8: 4.LS1.D, HS.LS1.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑LS1‑1: WHST.6-8.7

MS‑LS1‑2: SL.8.5

MS‑LS1‑3: RST.6-8.1, RI.6.8, WHST.6-8.1

MS‑LS1‑4: RST.6-8.1, RI.6.8, WHST.6-8.1

MS‑LS1‑5: RST.6-8.1, RST.6‑8.2, WHST.6‑8.2, WHST.6-8.9

MS‑LS1‑6: RST.6-8.1, RST.6‑8.2, WHST.6-8.2, WHST.6-8.9

MS‑LS1‑7: SL.8.5

MS‑LS1‑8: WHST.6-8.8

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

WHST.6‑8.1: Write arguments focused on discipline content.

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

WHST.6‑8.9: Draw evidence from informational texts to support analysis, reflection, and research.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Mathematics

MS‑LS1‑1: 6.EE.C.9

MS‑LS1‑2: 6.EE.C.9

MS‑LS1‑3: 6.EE.C.9

MS‑LS1‑4: 6.SP.A.2, 6.SP.B.4

MS‑LS1‑5: 6.SP.A.2, 6.SP.B.4

MS‑LS1‑6: 6.EE.C.9

Key

6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

6.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread, and overall shape.

6.SP.B.4: Summarize numerical data sets in relation to their context.

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics

Connections to other DCIs in this grade band

MS‑LS2‑1: MS.ESS3.A, MS.ESS3.C

MS‑LS2‑2: MS.LS1.B

MS‑LS2‑3: MS.PS1.B, MS.ESS2.A

MS‑LS2‑4: MS.LS4.C, MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C

MS‑LS2‑5: MS.ESS3.C

Articulation across grade bands

MS‑LS2‑1: 3.LS2.C, 3.LS4.D, 5.LS2.A, HS.LS2.A, HS.LS4.C, HS.LS4.D, HS.ESS3.A

MS‑LS2‑2: 1.LS1.B, HS.LS2.A, HS.LS2.B, HS.LS2.D

MS‑LS2‑3: 5.LS2.A, 5.LS2.B, HS.PS3.B, HS.LS1.C, HS.LS2.B, HS.ESS2.A

MS‑LS2‑4: 3.LS2.C, 3.LS4.D, HS.LS2.C, HS.LS4.C, HS.LS4.D, HS.ESS2.E, HS.ESS3.B, HS.ESS3.C

MS‑LS2‑5: HS.LS2.A, HS.LS2.C, HS.LS4.D, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑LS2‑1: RST.6-8.1, RST.6-8.7

MS‑LS2‑2: RST.6-8.1, WHST.6-8.2, WHST.6-8.9, SL.8.1, SL.8.4

MS‑LS2‑3: SL.8.5

MS‑LS2‑4: RST.6-8.1, RI.8.8, WHST.6-8.1, WHST.6-8.9

MS‑LS2‑5: RST.6-8.8, RI.8.8

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6‑8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

WHST.6‑8.1: Write arguments to support claims with clear reasons and relevant evidence.

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

WHST.6‑8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.8.1: Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound and valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Mathematics

MS‑LS2‑2: 6.SP.B.5

MS‑LS2‑3: 6.EE.C.9

MS‑LS2‑5: MP.4, 6.RP.A.3

Key

MP.4: Model with Mathematics.

6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relation to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

6.SP.B.5: Summarize numerical data sets in relation to their context.

MS-LS3 Heredity: Inheritance and Variation of Traits

Connections to other DCIs in this grade band

MS‑LS3‑1: MS.LS1.A, MS.LS4.A

Articulation across grade bands

MS‑LS3‑1: 3.LS3.A, 3.LS3.B, HS.LS1.A, HS.LS1.B, HS.LS3.A, HS.LS3-B

MS‑LS3‑2: 3.LS3.A, 3.LS3.B, HS.LS1.B, HS.LS3.A, HS.LS3-B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑LS3‑1: RST.6‑8.1, RST.6‑8.4, RST.6-8.7, SL.8.5

MS‑LS3‑2: RST.6‑8.1, RST.6‑8.4, RST.6-8.7, SL.8.5

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.4: Determine the meaning of symbols, Key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Mathematics

MS‑LS3‑2: MP.4, 6.SP.B.5

Key

MP.4: Model with Mathematics.

6.SP.B.5: Summarize numerical data sets in relation to their context.

MS-LS4 Biological Evolution: Unity and Diversity

Connections to other DCIs in this grade band

MS‑LS4‑1: MS.ESS1.C, MS.ESS2.B

MS‑LS4‑2: MS.LS3.A, MS.LS3.B, MS.ESS1.C

MS‑LS4‑4: MS.LS2.A, MS.LS3.A, MS.LS3.B

MS‑LS4‑6: MS.LS2.A, MS.LS2.C, MS.LS3.B, MS.ESS1.C

Articulation across grade bands

MS‑LS4‑1: 3.LS4.A, HS.LS4.A, HS.ESS1.C

MS‑LS4‑2: 3.LS4.A, HS.LS4.A, HS.ESS1.C

MS‑LS4‑3: HS.LS4.A

MS‑LS4‑4: 3.LS3.B, 3. LS4.B, HS.LS2.A, HS.LS3.B, HS.LS4.B, HS.LS4.C

MS‑LS4‑5: HS.LS3.B, HS.LS4.C

MS‑LS4‑6: 3.LS4.C, HS.LS2.A, HS.LS2.C, HS.LS3.B, HS.LS4.B, HS.LS4.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑LS4‑1: RST.6‑8.1, RST.6-8.7

MS‑LS4‑2: RST.6-8.1, WHST.6-8.2, WHST.6-8.9, SL.8.1, SL.8.4

MS‑LS4‑3: RST.6‑8.1, RST.6-8.7, RST.6‑8.9

MS‑LS4‑4: RST.6‑8.1, RST.6‑8.9, WHST.6-8.2, WHST.6-8.9, SL.8.1, SL.8.4

MS‑LS4‑5: RST.6-8.1, WHST.6‑8.8

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6‑8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

WHST.6‑8.9: Draw evidence from informational texts to support analysis, reflection, and research.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

SL.8.1: Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound and valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Mathematics

MS‑LS4‑1: 6.EE.B.6

MS‑LS4‑2: 6.EE.B.6

MS‑LS4‑4: 6.RP.A.1, 6.SP.B.5, 7.RP.A.2

MS‑LS4‑6: MP.4, 6.RP.A.1, 6.SP.B.5, 7.RP.A.2

Key

MP.4: Model with Mathematics.

6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

6.SP.B.5: Summarize numerical data sets in relation to their context.

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

MS-ESS1 Earth’s Place in the Universe

Connections to other DCIs in this grade band

MS‑ESS1‑1: MS.PS2.A, MS.PS2.B

MS‑ESS1‑2: MS.PS2.A, MS.PS2.B

MS‑ESS1‑3: MS.ESS2.A

MS‑ESS1‑4: MS.LS4.A, MS.LS4.C

Articulation of DCIs across grade bands

MS‑ESS1‑1: 3.PS2.A, 5.PS2.B, 5.ESS1.B, HS.PS2.A, HS.PS2.B, HS.ESS1.B

MS‑ESS1‑2: 3.PS2.A, 5.PS2.B, 5.ESS1.A, 5.ESS1.B, HS.PS2.A, HS.PS2.B, HS.ESS1.A, HS.ESS1.B

MS‑ESS1‑3: 5.ESS1.B, HS.ESS1.B, HS.ESS2.A

MS‑ESS1‑4: 3.LS4.A, 3.LS4.C, 4.ESS1.C, HS.PS1.C, HS.LS4.A, HS.LS4.C, HS.ESS1.C, HS.ESS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑ESS1‑1: SL.8.5

MS‑ESS1‑2: SL.8.5

MS‑ESS1‑3: RST.6-8.1, RST.6-8.7

MS‑ESS1‑4: RST.6-8.1, WHST.6-8.2

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Mathematics

MS‑ESS1‑1: MP.4, 6.RP.A.1, 7.RP.A.2

MS‑ESS1‑2: MP.4, 6.RP.A.1, 7.RP.A.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS1‑3: MP.2, 6.RP.A.1, 7.RP.A.2

MS‑ESS1‑4: 6.EE.B.6, 7.EE.B.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set.

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

MS-ESS2 Earth’s Systems

Connections to other DCIs in this grade band

MS‑ESS2‑1: MS.PS1.A, MS.PS1.B, MS.PS3.B, MS.LS2.B, MS.LS2.C, MS.ESS1.B, MS.ESS3.C

MS‑ESS2‑2: MS.PS1.B, MS.LS2.B

MS‑ESS2‑3: MS.LS4.A

MS‑ESS2‑4: MS.PS1.A, MS.PS2.B, MS.PS3.A, MS.PS3.D

MS‑ESS2‑5: MS.PS1.A, MS.PS2.A, MS.PS3.A, MS.PS3.B

MS‑ESS2‑6: MS.PS2.A, MS.PS3.B, MS.PS4.B

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Articulation of DCIs across grade bands

MS‑ESS2‑1: 4.PS3.B, 4.ESS2.A, 5.ESS2.A, HS.PS1.B, HS.PS3.B, HS.LS1.C, HS.LS2.B, HS.ESS2.A, HS.ESS2.C, HS.ESS2.E

MS‑ESS2‑2: 4.ESS1.C, 4.ESS2.A, 4.ESS2.E, 5.ESS2.A, HS.PS3.D, HS.LS2.B, HS.ESS1.C, HS.ESS2.A, HS.ESS2.B, HS.ESS2.C, HS.ESS2.D, HS.ESS2.E, HS.ESS3.D

MS‑ESS2‑3: 3.LS4.A, 3.ESS3.B, 4.ESS1.C, 4.ESS2.B, 4.ESS3.B, HS.LS4.A, HS.LS4.C, HS.ESS1.C, HS.ESS2.A, HS.ESS2.B

MS‑ESS2‑4: 3.PS2.A, 4.PS3.B, 5.PS2.B, 5.ESS2.C, HS.PS2.B, HS.PS3.B, HS.PS4.B, HS.ESS2.A, HS.ESS2.C, HS.ESS2.D

MS‑ESS2‑5: 3.ESS2.D, 5.ESS2.A, HS.ESS2.C, HS.ESS2.D

MS‑ESS2‑6: 3.PS2.A, 3.ESS2.D, 5.ESS2.A, HS.PS2.B, HS.PS3.B, HS.PS3.D, HS.ESS1.B, HS.ESS2.A, HS.ESS2.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑ESS2‑1: SL.8.5

MS‑ESS2‑2: RST.6-8.1, WHST.6-8.2, SL.8.5

MS‑ESS2‑3: RST.6‑8.1, RST.6-8.7, RST.6-8.9

MS‑ESS2‑5: RST.6-8.1, RST.6-8.9, WHST.6‑8.8

MS‑ESS2‑6: SL.8.5

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6‑8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Mathematics

MS‑ESS2‑2: MP.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS2‑3: MP.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS2‑5: MP.2, 6.NS.C.5

Key

MP.2: Reason abstractly and quantitatively.

6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electrical charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero in each situation.

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set.

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

MS-ESS3 Earth and Human Activity

Connections to other DCIs in this grade band

MS‑ESS3‑1: MS.PS1.A, MS.PS1.B, MS.ESS2.D

MS‑ESS3‑2: MS.PS3.C

MS‑ESS3‑3: MS.LS2.A, MS.LS2.C, MS.LS4.D

MS‑ESS3‑4: MS.LS2.A, MS.LS2.C, MS.LS4.D

MS‑ESS3‑5: MS.PS3.A

Articulation of DCIs across grade bands

MS‑ESS3‑1: 4.PS3.D, 4.ESS3.A, HS.PS3.B, HS.LS1.C, HS.ESS2.A, HS.ESS2.B, HS.ESS2.C, HS.ESS3.A

MS‑ESS3‑2: 3.ESS3.B, 4.ESS3.B, HS.ESS2.B, HS.ESS2.D, HS.ESS3.B, HS.ESS3.D

MS‑ESS3‑3: 3.LS2.C, 3.LS4.D, 5.ESS3.C, HS.LS2.C, HS.LS4.C, HS.LS4.D, HS.ESS2.C, HS.ESS2.D, HS.ESS2.E, HS.ESS3.C, HS.ESS3.D

MS‑ESS3‑4: 3.LS2.C, 3.LS4.D, 5.ESS3.C, HS.LS2.A, HS.LS2.C, HS.LS4.C, HS.LS4.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C

MS‑ESS3‑5: HS.PS3.B, HS.PS4.B, HS.ESS2.A, HS.ESS2.D, HS.ESS3.C, HS.ESS3.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑ESS3‑1: RST.6-8.1, WHST.6-8.2, WHST.6-8.9

MS‑ESS3‑2: RST.6‑8.1, RST.6-8.7

MS‑ESS3‑3: WHST.6-8.7, WHST.6-8.8

MS‑ESS3‑4: RST.6-8.1, WHST.6-8.1, WHST.6-8.9

MS‑ESS3‑5: RST.6-8.1

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

WHST.6‑8.1: Write arguments focused on discipline content.

WHST.6‑8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

WHST.6‑8.9: Draw evidence from informational texts to support analysis, reflection, and research.

Mathematics

MS‑ESS3‑1: 6.EE.B.6, 7.EE.B.4

MS‑ESS3‑2: MP.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS3‑3: 6.RP.A.1, 7.RP.A.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS3‑4: 6.RP.A.1, 7.RP.A.2, 6.EE.B.6, 7.EE.B.4

MS‑ESS3‑5: MP.2, 6.EE.B.6, 7.EE.B.4

Key

MP.2: Reason abstractly and quantitatively.

6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or, depending on the purpose at hand, any number in a specified set.

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

MS-ETS1 Engineering Design

Connections to MS‑ETS1.A: Defining and Delimiting Engineering Problems

Physical Sciences: MS-PS3-3

Connections to MS‑ETS1.B: Developing Possible Solutions Problems

Physical Sciences: MS-PS1-6, MS-PS3-3

Life Sciences: MS-LS2-5

Connections to MS‑ETS1.C: Optimizing the Design Solution

Physical Sciences: MS-PS1-6

Articulation of DCIs across grade bands

MS‑ETS1‑1: 3-5.ETS1.A, 3-5.ETS1.C, HS.ETS1.A, HS.ETS1.B

MS‑ETS1‑2: 3-5.ETS1.A, 3-5.ETS1.B, 3-5.ETS1.C, HS.ETS1.A, HS.ETS1.B

MS‑ETS1‑3: 3-5.ETS1.A, 3-5.ETS1.B, 3-5.ETS1.C, HS.ETS1.B, HS.ETS1.C

MS‑ETS1‑4: 3-5.ETS1.B, 3-5.ETS1.C, HS.ETS1.B, HS.ETS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

MS‑ETS1‑1: RST.6-8.1, WHST.6-8.8

MS‑ETS1‑2: RST.6‑8.1, RST.6-8.9, WHST.6-8.7, WHST.6‑8.9

MS‑ETS1‑3: RST.6‑8.1, RST.6‑8.7, RST.6-8.9

MS‑ETS1‑4: SL.8.5

Key

RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts.

RST.6‑8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6‑8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

WHST.6‑8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6‑8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

WHST.6‑8.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Mathematics

MS‑ETS1‑1: MP.2, 7.EE.B.3

MS‑ETS1‑2: MP.2, 7.EE.B.3

MS‑ETS1‑3: MP.2, 7.EE.B.3

MS‑ETS1‑4: MP.2, 7.SP.C.7

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Key

MP.2: Reason abstractly and quantitatively.

7.EE.B.3: Solve multi-step, real-world and mathematical problems posed with positive and negative rational numbers in any form (e.g., whole numbers, fractions, decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, assess the reasonableness of answers using mental computation and estimation strategies.

7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

HS-PS1 Matter and Its Interactions

Connections to other DCIs in this grade band

HS‑PS1‑1: HS.LS1.C

HS‑PS1‑2: HS.LS1.C, HS.ESS2.C

HS‑PS1‑3: HS.ESS2.C

HS‑PS1‑4: HS.PS3.A, HS.PS3.B, HS.PS3.D, HS.LS1.C

HS‑PS1‑5: HS.PS3.A

HS‑PS1‑6: HS.PS3.B

HS‑PS1‑7: HS.PS3.B, HS.LS1.C, HS.LS2.B

HS‑PS1‑8: HS.PS3.A, HS.PS3.B, HS.PS3.C, HS.PS3.D, HS.ESS1.A, HS.ESS1.C

Articulation to DCIs across grade bands

HS‑PS1‑1: MS.PS1.A, MS.PS1.B

HS‑PS1‑2: MS.PS1.A, MS.PS1.B

HS‑PS1‑3: MS.PS1.A, MS.PS2.B

HS‑PS1‑4: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.D, MS.LS1.C

HS‑PS1‑5: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B

HS‑PS1‑6: MS.PS1.B

HS‑PS1‑7: MS.PS1.A, MS.PS1.B, MS.LS1.C, MS.LS2.B, MS.ESS2.A

HS‑PS1‑8: MS.PS1.A, MS.PS1.B, MS.PS1.C, MS.ESS2.A

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑PS1‑1: RST.9‑10.7

HS‑PS1‑2: WHST.9-12.2, WHST.9-12.5

HS‑PS1‑3: RST.11-12.1, WHST.9-12.7, WHST.11-12.8, WHST.9‑12.9

HS‑PS1‑4: SL.11‑12.5

HS‑PS1‑5: RST.11-12.1, WHST.9‑12.2

HS‑PS1‑6: WHST.9‑12.7

Key

RST.9‑10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9‑12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11‑12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.11‑12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Mathematics

HS‑PS1‑2: HSN-Q.A.1, HSN‑Q.A.3

HS‑PS1‑3: HSN‑Q.A.1, HSN‑Q.A.3

HS‑PS1‑4: MP.4, HSN‑Q.A.1, HSN-Q.A.2, HSN‑Q.A.3

HS‑PS1‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.3

HS‑PS1‑7: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

HS‑PS1‑8: MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN‑Q.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HS-PS2 Motion and Stability: Forces and Interactions

Connections to other DCIs in this grade band

HS‑PS2‑1: HS.PS3.C, HS.ESS1.A, HS.ESS1.C, HS.ESS2.C

HS‑PS2‑2: HS.ESS1.A, HS.ESS1.C

HS‑PS2‑4: HS.PS3.A, HS.ESS1.A, HS.ESS1.B, HS.ESS1.C, HS.ESS2.C, HS.ESS3.A

HS‑PS2‑5: HS.PS3.A, HS.PS4.B, HS.ESS2.A, HS.ESS3.A

Articulation to DCIs across grade bands

HS‑PS2‑1: MS.PS2.A, MS.PS3.C

HS‑PS2‑2: MS.PS2.A, MS.PS3.C

HS‑PS2‑3: MS.PS2.A, MS.PS3.C

HS‑PS2‑4: MS.PS2.B, MS.ESS1.B

HS‑PS2‑5: MS.PS2.B, MS.ESS1.B

HS‑PS2‑6: MS.PS1.A, MS.PS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑PS2‑1: RST.11‑12.1, RST.11-12.7, WHST.9‑12.9

HS‑PS2‑3: WHST.9-12.7

HS‑PS2‑5: WHST.9-12.7, WHST.11‑12.8, WHST.9‑12.9

HS‑PS2‑6: RST.11‑12.1, WHST.9‑12.2

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11‑12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research.

Mathematics

HS‑PS2‑1: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3, HSA-SSE.A.1, HSA-SSE.B.3, HSA-CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4, HSF‑IF.C.7, HSS‑ID.A.1

HS‑PS2‑2: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3, HSA-CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4

HS‑PS2‑4: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3, HSA-SSE.A.1, HSA-SSE.B.3

HS‑PS2‑5: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

HS‑PS2‑6: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HSA‑SSE.A.1: Interpret expressions that represent a quantity in terms of its context.

HSA‑SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

HSA‑CED.A.1: Create equations and inequalities in one variable and use them to solve problems.

HSA‑CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA‑CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HSF‑IF.C.7: Graph functions expressed symbolically and show Key features of the graph, by hand in simple cases and using technology for more complicated cases.

HSS‑ID.A.1: Represent data with plots on the real number line (e.g., dot plots, histograms, box plots).

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

HS-PS3 Energy

Connections to other DCIs in this grade band

HS‑PS3‑1: HS.PS1.B, HS.LS2.B, HS.ESS1.A, HS.ESS2.A

HS‑PS3‑2: HS.PS1.A, HS.PS1.B, HS.PS2.B, HS.ESS2.A

HS‑PS3‑3: HS.ESS3.A

HS‑PS3‑4: HS.ESS1.A, HS.ESS2.A, HS.ESS2.D

HS‑PS3‑5: HS.PS2.B

Articulation to DCIs across grade bands

HS‑PS3‑1: MS.PS3.A, MS.PS3.B, MS.ESS2.A

HS‑PS3‑2: MS.PS1.A, MS.PS2.B, MS.PS3.A, MS.PS3.C

HS‑PS3‑3: MS.PS3.A, MS.PS3.B, MS.ESS2.A

HS‑PS3‑4: MS.PS3.B

HS‑PS3‑5: MS.PS2.B, MS.PS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑PS3‑1: SL.11‑12.5

HS‑PS3‑2: SL.11‑12.5

HS‑PS3‑3: WHST.9‑12.7

HS‑PS3‑4: RST.11‑12.1, WHST.9-12.7, WHST.11-12.8, WHST.9‑12.9

HS‑PS3‑5: WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9, SL.11‑12.5

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11‑12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.11‑12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Mathematics

HS‑PS3‑1: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

HS‑PS3‑2: MP.2, MP.4

HS‑PS3‑3: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

HS‑PS3‑4: MP.2, MP.4

HS‑PS3‑5: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HS-PS4 Waves and Their Applications in Technologies for Information Transfer

Connections to other DCIs in this grade band

HS‑PS4‑1: HS.ESS2.A

HS‑PS4‑3: HS.PS3.D, HS.ESS1.A, HS.ESS2.D

HS‑PS4‑4: HS.PS1.C, HS.LS1.C, HS.PS3.A, HS.PS3.D

HS‑PS4‑5: HS.PS3.A

Articulation to DCIs across grade bands

HS‑PS4‑1: MS.PS4.A, MS.PS4.B

HS‑PS4‑2: MS.PS4.A, MS.PS4.B, MS.PS4.C

HS‑PS4‑3: MS.PS4.B

HS‑PS4‑4: MS.PS3.D, MS.PS4.B, MS.LS1.C, MS.ESS2.D

HS‑PS4‑5: MS.PS4.A, MS.PS4.B, MS.PS4.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑PS4‑1: RST.11‑12.7

HS‑PS4‑2: RST.9-10.8, RST.11‑12.1, RST.11-12.8

HS‑PS4‑3: RST.9-10.8, RST.11‑12.1, RST.11-12.8

HS‑PS4‑4: RST.9-10.8, RST.11‑12.1, RST.11-12.7, RST.11-12.8, WHST.11-12.8

HS‑PS4‑5: WHST.9‑12.2

Key

RST.9‑10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.11‑12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Mathematics

HS‑PS4‑1: MP.2, MP.4, HSA-SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4

HS‑PS4‑3: MP.2, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSA‑SSE.A.1: Interpret expressions that represent a quantity in terms of its context.

HSA‑SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

HSA.CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HS-LS1 From Molecules to Organisms: Structures and Processes

Connections to other DCIs in this grade band

HS‑LS1‑1: HS.LS3.A

HS‑LS1‑5: HS.PS1.B, HS.PS3.B

HS‑LS1‑6: HS.PS1.B

HS‑LS1‑7: HS.PS1.B, HS.PS2.B, HS.PS3.B

Articulation to DCIs across grade bands

HS‑LS1‑1: MS.LS1.A, MS.LS3.A, MS.LS3.B

HS‑LS1‑2: MS.LS1.A

HS‑LS1‑3: MS.LS1.A

HS‑LS1‑4: MS.LS1.A, MS.LS1.B, MS.LS3.A

HS‑LS1‑5: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B

HS‑LS1‑6: MS.PS1.A, MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.ESS2.E

HS‑LS1‑7: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑LS1‑1: RST.11-12.1, WHST.9-12.2, WHST.9-12.9

HS‑LS1‑2: SL.11‑12.5

HS‑LS1‑3: WHST.9-12.7, WHST.11‑12.8

HS‑LS1‑4: SL.11‑12.5

HS‑LS1‑5: SL.11‑12.5

HS‑LS1‑6: RST.11-12.1, WHST.9-12.2, WHST.9-12.5, WHST.9-12.9

HS‑LS1‑7: SL.11‑12.5

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9‑12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.11‑12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.11‑12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Mathematics

HS‑LS1‑4: MP.4, HSF‑IF.C.7, HSF‑BF.A.1

Key

MP.4: Model with Mathematics.

HSF‑IF.C.7: Graph functions expressed symbolically and show Key features of the graph, by hand in simple cases and using technology for more complicated cases.

HSF‑BF.A.1: Write a function that describes a relationship between two quantities.

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

Connections to other DCIs in this grade band

HS‑LS2‑2: HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D

HS‑LS2‑3: HS.PS1.B, HS.PS3.B, HS.PS3.D, HS.ESS2.A

HS‑LS2‑4: HS.PS3.B, HS.PS3.D

HS‑LS2‑5: HS.PS1.B, HS.ESS2.D

HS‑LS2‑6: HS.ESS2.E

HS‑LS2‑7: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C

Articulation across grade bands

HS‑LS2‑1: MS.LS2.A, MS.LS2.C, MS.ESS3.A, MS.ESS3.C

HS‑LS2‑2: MS.LS2.A, MS.LS2.C, MS.ESS3.C

HS‑LS2‑3: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B

HS‑LS2‑4: MS.PS3.D, MS.LS1.C, MS.LS2.B

HS‑LS2‑5: MS.PS3.D, MS.LS1.C, MS.LS2.B, MS.ESS2.A

HS‑LS2‑6: MS.LS2.A, MS.LS2.C, MS.ESS3.C, MS.ESS2.E

HS‑LS2‑7: MS.LS2.C, MS.ESS3.C, MS.ESS3.D

HS‑LS2‑8: MS.LS1.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑LS2‑1: RST.11‑12.1, WHST.9‑12.2

HS‑LS2‑2: RST.11‑12.1, WHST.9‑12.2

HS‑LS2‑3: RST.11-12.1, WHST.9-12.2, WHST.9-12.5

HS‑LS2‑6: RST.9-10.8, RST.11-12.1, RST.11‑12.7, RST.11-12.8

HS‑LS2‑7: RST.9‑10.8, RST.11‑12.7, RST.11-12.8, WHST.9-12.7

HS‑LS2‑8: RST.9‑10.8, RST.11-12.1, RST.11‑12.7, RST.11-12.8

Key

RST.9‑10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9‑12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Mathematics

HS‑LS2‑1: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3

HS‑LS2‑2: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3

HS‑LS2‑4: MP.2, MP.4, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3

HS‑LS2‑6: MP.2, HSS‑ID.A.1, HSS‑IC.A.1, HSS-IC.B.6

HS‑LS2‑7: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HSS‑ID.A.1: Represent data with plots on the real number line.

HSS‑IC.A.1: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

HSS‑IC.B.6: Evaluate reports based on data.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

HS-LS3 Heredity: Inheritance and Variation of Traits

Connections to other DCIs in this grade band

HS‑LS3‑3: HS.LS2.A, HS.LS2.C, HS.LS4.B, HS.LS4.C

Articulation across grade bands

HS‑LS3‑1: MS.LS3.A, MS.LS3.B

HS‑LS3‑2: MS.LS3.A, MS.LS3.B

HS‑LS3‑3: MS.LS2.A, MS.LS3.B, MS.LS4.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑LS3‑1: RST.11‑12.1, RST.11‑12.9

HS‑LS3‑2: RST.11‑12.1, WHST.9-12.1

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

WHST.9‑12.1: Write arguments focused on discipline-specific content.

Mathematics

HS‑LS3‑2: MP.2

HS‑LS3‑3: MP.2

Key

MP.2: Reason abstractly and quantitatively.

HS-LS4 Biological Evolution: Unity and Diversity

Connections to other DCIs in this grade band

HS‑LS4‑1: HS.LS3.A, HS.LS3.B, HS.ESS1.C

HS‑LS4‑2: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A

HS‑LS4‑3: HS.LS2.A, HS.LS2.D, HS.LS3.B

HS‑LS4‑4: HS.LS2.A, HS.LS2.D

HS‑LS4‑5: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A

HS‑LS4‑6: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D

Articulation across grade bands

HS‑LS4‑1: MS.LS3.A, MS.LS3.B, MS.LS4.A, MS.ESS1.C

HS‑LS4‑2: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C

HS‑LS4‑3: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C

HS‑LS4‑4: MS.LS4.B, MS.LS4.C

HS‑LS4‑5: MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS3.C

HS‑LS4‑6: MS.LS2.C, MS.ESS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑LS4‑1: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9, SL.11‑12.4

HS‑LS4‑2: RST.11-12.1, WHST.9-12.2, WHST.9-12.9, SL.11‑12.4

HS‑LS4‑3: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9

HS‑LS4‑4: RST.11-12.1, WHST.9-12.2, WHST.9-12.9

HS‑LS4‑5: RST.11-12.8, WHST.9-12.9

HS‑LS4‑6: WHST.9‑12.5, WHST.9-12.7

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9‑12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research.

SL.11‑12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound and valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Mathematics

HS‑LS4‑1: MP.2

HS‑LS4‑2: MP.2, MP.4

HS‑LS4‑3: MP.2

HS‑LS4‑4: MP.2

HS‑LS4‑5: MP.2

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

HS-ESS1 Earth’s Place in the Universe

Connections to other DCIs in this grade band

HS‑ESS1‑1: HS.PS1.C, HS.PS3.A

HS‑ESS1‑2: HS.PS1.A, HS.PS1.C, HS.PS3.A, HS.PS3.B, HS.PS4.A

HS‑ESS1‑3: HS.PS1.A, HS.PS1.C

HS‑ESS1‑4: HS.PS2.B

HS‑ESS1‑5: HS.PS3.B, HS.ESS2.A

HS‑ESS1‑6: HS.PS2.A, HS.PS2.B

Articulation of DCIs across grade bands

HS‑ESS1‑1: MS.PS1.A, MS.PS4.B, MS.ESS1.A, MS.ESS2.A, MS.ESS2.D

HS‑ESS1‑2: MS.PS1.A, MS.PS4.B, MS.ESS1.A

HS‑ESS1‑3: MS.PS1.A, MS.ESS1.A

HS‑ESS1‑4: MS.PS2.A, MS.PS2.B, MS.ESS1.A, MS.ESS1.B

HS‑ESS1‑5: MS.ESS1.C, MS.ESS2.A, MS.ESS2.B

HS‑ESS1‑6: MS.PS2.B, MS.ESS1.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑ESS1‑1: RST.11‑12.1

HS‑ESS1‑2: RST.11‑12.1, WHST.9-12.2

HS‑ESS1‑3: WHST.9‑12.2, SL.11‑12.4

HS‑ESS1‑5: RST.11‑12.1, RST.11-12.8, WHST.9‑12.2

HS‑ESS1‑6: RST.11‑12.1, RST.11-12.8, WHST.9-12.1

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.9‑12.1: Write arguments focused on discipline-specific content.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

SL.11‑12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound and valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Mathematics

HS‑ESS1‑1: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3, HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4

HS‑ESS1‑2: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3, HSA‑SSE.A.1, HSA‑CED.A.2, HSA-CED.A.4

HS‑ESS1‑3: MP.2

HS‑ESS1‑4: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3, HSA-SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4

HS‑ESS1‑5: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3

HS‑ESS1‑6: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3, HSF‑IF.B.5, HSS‑ID.B.6

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HSA‑SSE.A.1: Interpret expressions that represent a quantity in terms of its context.

HSA‑CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA‑CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HSF‑IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

HSS‑ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.

HS-ESS2 Earth’s Systems

Connections to other DCIs in this grade band

HS‑ESS2‑1: HS.PS2.B

HS‑ESS2‑2: HS.PS3.B, HS.PS4.B, HS.LS2.B, HS.LS2.C, HS.LS4.D, HS.ESS3.C, HS.ESS3.D

HS‑ESS2‑3: HS.PS2.B, HS.PS3.B, HS.PS3.D

HS‑ESS2‑4: HS.PS3.A, HS.PS3.B, HS.LS2.C, HS.ESS1.C, HS.ESS3.C, HS.ESS3.D

HS‑ESS2‑5: HS.PS1.A, HS.PS1.B, HS.PS3.B, HS.ESS3.C

HS‑ESS2‑6: HS.PS1.A, HS.PS1.B, HS.PS3.D, HS.LS1.C, HS.LS2.B, HS.ESS3.C, HS.ESS3.D

HS‑ESS2‑7: HS.LS2.A, HS.LS2.C, HS.LS4.A, HS.LS4.B, HS.LS4.C, HS.LS4.D

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Articulation of DCIs across grade bands

HS‑ESS2‑1: MS.PS2.B, MS.LS2.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D

HS‑ESS2‑2: MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.LS2.C, MS.LS4.C, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, MS.ESS3.C, MS.ESS3.D

HS‑ESS2‑3: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B, MS.ESS2.A, MS.ESS2.B

HS‑ESS2‑4: MS.PS3.A, MS.PS3.B, MS.PS3.D, MS.PS4.B, MS.LS1.C, MS.LS2.B, MS.LS2.C, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, MS.ESS3.C, MS.ESS3.D

HS‑ESS2‑5: MS.PS1.A, MS.PS4.B, MS.ESS2.A, MS.ESS2.C, MS.ESS2.D

HS‑ESS2‑6: MS.PS1.A, MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D

HS‑ESS2‑7: MS.LS2.A, MS.LS2.C, MS.LS4.A, MS.LS4.B, MS.LS4.C, MS.ESS1.C, MS.ESS2.A, MS.ESS2.C, MS.ESS3.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑ESS2‑1: SL.11‑12.5

HS‑ESS2‑2: RST.11‑12.1, RST.11‑12.2

HS‑ESS2‑3: RST.11‑12.1, SL.11‑12.5

HS‑ESS2‑4: SL.11‑12.5

HS‑ESS2‑5: WHST.9-12.7

HS‑ESS2‑7: WHST.9-12.1

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

WHST.9‑12.1: Write arguments focused on discipline-specific content.

WHST.9‑12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.11‑12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Mathematics

HS‑ESS2‑1: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

HS‑ESS2‑2: MP.2, HSN-Q.A.1, HSN-Q.A.3

HS‑ESS2‑3: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

HS‑ESS2‑4: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

HS‑ESS2‑5: HSN-Q.A.3

HS‑ESS2‑6: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HS-ESS3 Earth and Human Activity

Connections to other DCIs in this grade band

HS‑ESS3‑2: HS.PS3.B, HS.PS3.D, HS.LS2.A, HS.LS2.B, HS.LS4.D, HS.ESS2.A

HS‑ESS3‑3: HS.PS1.B, HS.LS2.A, HS.LS2.B, HS.LS2.C, HS.LS4.D, HS.ESS2.A, HS.ESS2.E

HS‑ESS3‑4: HS.LS2.C, HS.LS4.D

HS‑ESS3‑5: HS.PS3.B, HS.PS3.D, HS.LS1.C, HS.ESS2.D

HS‑ESS3‑6: HS.LS2.B, HS.LS2.C, HS.LS4.D, HS.ESS2.A

Articulation of DCIs across grade bands

HS‑ESS3‑1: MS.LS2.A, MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.B

HS‑ESS3‑2: MS.PS3.D, MS.LS2.A, MS.LS2.B, MS.LS4.D, MS.ESS3.A, MS.ESS3.C

HS‑ESS3‑3: MS.PS1.B, MS.LS2.A, MS.LS2.B, MS.LS2.C, MS.LS4.C, MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C

HS‑ESS3‑4: MS.LS2.C, MS.ESS2.A, MS.ESS3.B, MS.ESS3.C, MS.ESS3.D

HS‑ESS3‑5: MS.PS3.B, MS.PS3.D, MS.ESS2.A, MS.ESS2.D, MS.ESS3.B, MS.ESS3.C, MS.ESS3.D

HS‑ESS3‑6: MS.LS2.C, MS.ESS2.A, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑ESS3‑1: RST.11‑12.1, WHST.9-12.2

HS‑ESS3‑2: RST.11-12.1, RST.11-12.8

HS‑ESS3‑4: RST.11-12.1, RST.11-12.8

HS‑ESS3‑5: RST.11-12.1, RST.11‑12.2, RST.11-12.7

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×

Key

RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

RST.11‑12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Mathematics

HS‑ESS3‑1: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

HS‑ESS3‑2: MP.2

HS‑ESS3‑3: MP.2, MP.4

HS‑ESS3‑4: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3

HS‑ESS3‑5: MP.2, HSN-Q.A.1, HSN‑Q.A.2, HSN-Q.A.3

HS‑ESS3‑6: MP.2, MP.4, HSN-Q.A.1, HSN-Q.A.2, HSN-Q.A.3

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.

HSN‑Q.A.3: Choose a level of accuracy appropriate to the limitations on measurement when reporting quantities.

HS-ETS1 Engineering Design

Connections to HS‑ETS1.A: Defining and Delimiting Engineering Problems

Physical Sciences: HS-PS2-3, HS-PS3-3

Connections to HS‑ETS1.B: Designing Solutions to Engineering Problems

Earth and Space Sciences: HS-ESS3-2, HS-ESS3-4

Life Sciences: HS-LS2-7, HS-LS4-6

Connections to HS‑ETS1.C: Optimizing the Design Solution

Physical Sciences: HS-PS1-6, HS-PS2-3

Articulation of DCIs across grade bands

HS‑ETS1‑1: MS.ETS1.A

HS‑ETS1‑2: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C

HS‑ETS1‑3: MS.ETS1.A, MS.ETS1.B

HS‑ETS1‑4: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C

Connections to Common Core State Standards

(Note: Items appearing in italics are not pre‑requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.)

ELA/Literacy

HS‑ETS1‑1: RST.11-12.7, RST.11‑12.8, RST.11-12.9

HS‑ETS1‑3: RST.11‑12.7, RST.11-12.8, RST.11‑12.9

Key

RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

RST.11‑12.8: Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

RST.11‑12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Mathematics

HS‑ETS1‑1: MP.2, MP.4

HS‑ETS1‑2: MP.4

HS‑ETS1‑3: MP.2, MP.4

HS‑ETS1‑4: MP.2, MP.4

Key

MP.2: Reason abstractly and quantitatively.

MP.4: Model with Mathematics.

Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×
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Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
×
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×
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×
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Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
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Suggested Citation:"Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs)." National Research Council. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. doi: 10.17226/18290.
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Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education.

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