ࡱ> [ +kbjbj  : pa!\pa!\d`8HLZv  666~ .  hZjZjZjZjZjZjZ$_^aZ ~ ~ Z66HZD$D$D$ X66hZD$ hZD$D$NtQpX6Dm$!"U0TZZ0ZLU$bF!b`pXpX8bX D$ ZZD$ Z b > : Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve Grade Two Standards Arranged by Disciplinary Core Ideas California Department of Education Clarification statements were created by the writers of NGSS to supply examples or additional clarification to the performance expectations and assessment boundary statements. *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. **California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Revised March 2015. 2-LS2 Ecosystems: Interactions, Energy, and Dynamics 2-LS2 Ecosystems: Interactions, Energy, and DynamicsStudents who demonstrate understanding can: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.] 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Developing and Using Models Modeling in K2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1) Disciplinary Core Ideas LS2.A: Interdependent Relationships in Ecosystems Plants depend on water and light to grow. (2-LS2-1) Plants depend on animals for pollination or to move their seeds around. (2-LS2-2) ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problems solutions to other people. (secondary to 2-LS2-2) Crosscutting Concepts Cause and Effect Events have causes that generate observable patterns. (2-LS2-1) Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). (2-LS2-2) Connections to other DCIs in second grade: N/AArticulation of DCIs across grade-bands: K.LS1.C (2-LS2-1); K-ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2)California Common Core State Standards Connections: ELA/Literacy 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). (2-LS2-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1) 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. (2-LS2-2) Mathematics MP.2 Reason abstractly and quantitatively. (2-LS2-1) MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2) MP.5 Use appropriate tools strategically. (2-LS2-1) 2.MD.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-LS2-2) 2-LS4 Biological Evolution: Unity and Diversity 2-LS4 Biological Evolution: Unity and DiversityStudents who demonstrate understanding can: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1) ----------------------------------------------- Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. (2-LS4-1) Disciplinary Core Ideas LS4.D: Biodiversity and Humans There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1) Crosscutting Concepts Connections to other DCIs in second grade: N/AArticulation of DCIs across grade-bands: 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS2.A (2-LS4-1)California Common Core State Standards Connections: ELA/Literacy 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). (2-LS4-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS4-1) Mathematics MP.2 Reason abstractly and quantitatively. (2-LS4-1) MP.4 Model with mathematics. (2-LS4-1) 2.MD.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-LS4-1) 2-ESS1 Earths Place in the Universe 2-ESS1 Earths Place in the UniverseStudents who demonstrate understanding can: 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-ESS1-1) Disciplinary Core Ideas ESS1.C: The History of Planet Earth Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1-1) Crosscutting Concepts Stability and Change Things may change slowly or rapidly. (2-ESS1-1)Connections to other DCIs in second grade: N/AArticulation of DCIs across grade-bands: 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1) California Common Core State Standards Connections: ELA/Literacy 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. (2-ESS1-1) RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS1-1) 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. (2-ESS1-1) 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). (2-ESS1-1) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS1-1) SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. a. Give and follow three- and four-step oral directions. CA (2-ESS1-1) Mathematics MP.2 Reason abstractly and quantitatively. (2-ESS1-1) MP.4 Model with mathematics. (2-ESS1-1) 2.NBT.1-4 Understand place value. (2-ESS1-1) 2-ESS2 Earths Systems 2-ESS2 Earths SystemsStudents who demonstrate understanding can: 2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.] 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.] 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Developing and Using Models Modeling in K2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a model to represent patterns in the natural world. (2-ESS2-2) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Compare multiple solutions to a problem. (2-ESS2-1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K2 builds on prior experiences and uses observations and texts to communicate new information. Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (2-ESS2-3) Disciplinary Core Ideas ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. (2-ESS2-1) ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2) ESS2.C: The Roles of Water in Earths Surface Processes Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3) ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)  Crosscutting Concepts Patterns Patterns in the natural world can be observed. (2-ESS2-2),(2-ESS2-3) Stability and Change Things may change slowly or rapidly. (2-ESS2-1) ----------------------------------------------- Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. (2-ESS2-1) ----------------------------------------------- Connections to Nature of Science Science Addresses Questions About the Natural and Material World Scientists study the natural and material world. (2-ESS2-1)Connections to other DCIs in second grade: 2.PS1.A (2-ESS2-3)Articulation of DCIs across grade-bands: K.ETS1.A (2-ESS2-1); 4.ESS2.A (2-ESS2-1); 4.ESS2.B (2-ESS2-2); 4.ETS1.A (2-ESS2-1); 4.ETS1.B (2-ESS2-1); 4.ETS1.C (2-ESS2-1); 5.ESS2.A (2-ESS2-1); 5.ESS2.C (2-ESS2-2),(2-ESS2-3)California Common Core State Standards Connections: ELA/Literacy RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-ESS2-1) RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. (2-ESS2-1) 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. (2-ESS2-3) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-ESS2-3) 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. (2-ESS2-2) Mathematics MP.2 Reason abstractly and quantitatively. (2-ESS2-1),(2-ESS2-2) MP.4 Model with mathematics. (2-ESS2-1),(2-ESS2-2) MP.5 Use appropriate tools strategically. (2-ESS2-1) 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2-ESS2-2) 2.MD.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. (2-ESS2-1) 2-PS1 Matter and its Interactions 2-PS1 Matter and its InteractionsStudents who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.* [Clarification Statement: Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.] [Assessment Boundary: Assessment of quantitative measurements is limited to length.] 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. [Clarification Statement: Examples of pieces could include blocks, building bricks, or other assorted small objects.] 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. [Clarification Statement: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and heating paper.]The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) Analyzing and Interpreting Data Analyzing data in K2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. (2-PS1-2) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (2-PS1-3) Engaging in Argument from Evidence Engaging in argument from evidence in K2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). Construct an argument with evidence to support a claim. (2-PS1-4) ----------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Scientists search for cause and effect relationships to explain natural events. (2-PS1-4) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Different properties are suited to different purposes. (2-PS1-2),(2-PS1-3) A great variety of objects can be built up from a small set of pieces. (2-PS1-3) PS1.B: Chemical Reactions Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1-4) Crosscutting Concepts Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Cause and Effect Events have causes that generate observable patterns. (2-PS1-4) Simple tests can be designed to gather evidence to support or refute student ideas about causes. (2-PS1-2) Energy and Matter Objects may break into smaller pieces and be put together into larger pieces, or change shapes. (2-PS1-3) ----------------------------------------------- Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built by using natural materials. (2-PS1-2)Connections to other DCIs in second grade: N/AArticulation of DCIs across grade-bands: 4.ESS2.A (2-PS1-3); 5.PS1.A (2-PS1-1),(2-PS1-2),(2-PS1-3); 5.PS1.B (2-PS1-4); 5.LS2.A (2-PS1-3)California Common Core State Standards Connections: ELA/Literacy 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. (2-PS1-4) RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2-PS1-4) RI.2.8 Describe how reasons support specific points the author makes in a text. (2-PS1-2),(2-PS1-4) 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. (2-PS1-4) 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). (2-PS1-1),(2-PS1-2),(2-PS1-3) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-PS1-1),(2-PS1-2),(2-PS1-3) Mathematics MP.2 Reason abstractly and quantitatively. (2-PS1-2) MP.4 Model with mathematics. (2-PS1-1),(2-PS1-2) MP.5 Use appropriate tools strategically. (2-PS1-2) 2.MD.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-PS1-1),(2-PS1-2) K2 Engineering Design K2-ETS1 Engineering DesignStudents who demonstrate understanding can: K2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.The performance expectations above were developed using the following elements from the NRC documentA Framework for K12 Science Education: Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in K2 builds on prior experiences and progresses to simple descriptive questions. Ask questions based on observations to find more information about the natural and/or designed world(s). (K2-ETS1-1) Define a simple problem that can be solved through the development of a new or improved object or tool. (K2-ETS1-1) Developing and Using Models Modeling in K2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. Develop a simple model based on evidence to represent a proposed object or tool. (K2-ETS1-2) Analyzing and Interpreting Data Analyzing data in K2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if it works as intended. (K2-ETS1-3) Disciplinary Core Ideas ETS1.A: Defining and Delimiting Engineering Problems A situation that people want to change or create can be approached as a problem to be solved through engineering. (K2-ETS1-1) Asking questions, making observations, and gathering information are helpful in thinking about problems. (K2-ETS1-1) Before beginning to design a solution, it is important to clearly understand the problem. (K2-ETS1-1) ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problems solutions to other people. (K2-ETS1-2) ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K2-ETS1-3) Crosscutting Concepts Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). (K2-ETS1-2) Connections to other DCIs in this grade-band: Connections to K2-ETS1.A: Defining and Delimiting Engineering Problems include: Kindergarten: K-PS2-2, K-ESS3-2 Connections to K2-ETS1.B: Developing Possible Solutions Problems include: Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2 Connections to K2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1Articulation of DCIs across grade-bands: 35.ETS1.A (K2-ETS1-1),(K2-ETS1-2),(K2-ETS1-3); 35.ETS1.B (K2-ETS1-2); 35.ETS1.C (K2-ETS1-1),(K2-ETS1-2),( K2-ETS1-3)California Common Core State Standards Connections: ELA/Literacy 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. (2-ESS1-1) 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. (K2-ETS1-1),(K2-ETS1-3) W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K2-ETS1-1),(K2-ETS1-3) 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. (K2-ETS1-2) Mathematics MP.2 Reason abstractly and quantitatively. (K2-ETS1-1),(K2-ETS1-3) MP.4 Model with mathematics. (K2-ETS1-1),(K2-ETS1-3) MP.5 Use appropriate tools strategically. (K2-ETS1-1),(K2-ETS1-3) 2.MD.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. (K2-ETS1-1),(K2-ETS1-3)     Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve Grade Two Standards Arranged by Disciplinary Core Ideas *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. **California clarification statements, marked with double asterisks, were incorporated by the California Science Expert Review Panel The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. 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OLE_LINK1 OLE_LINK2AA,cAA,cc`d`f`g`i`j`l`m`o`p`bc)c,cc`d`bc,c>Hq q ""f#f#0066EENNNNO"OOOPPQQRR]S`STTUUVVVV^WaW]A]]]]]^^^^^^ _ ___M_P_Z_]_I`L`V`Y`c`d`bcc"c&c'c,cCf^J*`Zu?cj"b_1(( a2! 7k9f#R mD&DJL+QD,SlT{Tx5UcXUZCb!}myn!q2s!vVvc[vQwhwE{b{t,^`bV0S;7VN3%S%/PA)B4.H0[ 4HP/tHa4+4rM"fffa+hvDHh A(yM$]Czz 5/aNN+ X7[Fd`f`@+c@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial7.@Calibri7@Cambria5. .[`)TahomaG=  jMS Mincho-3 fg ITC Franklin Gothic MedCdITC Franklin Gothic MedCd;Wingdings?= *Cx Courier New? *[`)Tahoma BoldCLucida GrandeA$BCambria Math"1h[3gn4S' +bR1bR1!n03`3`JQHP  $P2! xx /Grade 2 Standards - NGSS (CA Dept of Education);Next Generation Science Standards (NGSS) for K-12, Grade 2.]NGSS, standards, science standards, California NGSS, NGSS California, second grade, 2nd gradeCDEMaxine Wheeler`                Oh+'0xo(      (080Grade 2 Standards - NGSS (CA Dept of Education)<Next Generation Science Standards (NGSS) for K-12, Grade 2.CDE`NGSS, standards, science standards, California NGSS, NGSS California, second grade, 2nd grade Normal.dotmMaxine Wheeler10Microsoft Office Word@@hf(f@L\@tmbRG8m$mVT] 6  1!.@"Arial--- 2 >b 0Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve                              2 > 0  0 ''  2 P 0  0 '' 2 c  0Grade Two     2 c: 0  0 ''@"Arial--- O2 v\- 0Standards Arranged by Disciplinary Core Ideas                2 v 0  0 ''  2  0  0 ''--- >2 " 0California Department of Education           2  0  0 ''@"Arial--- k2 U@ 0Clarification statements were created by the writers of NGSS to                  j2 ? 0supply examples or additional clarification to the performance                   0 '' S2 X0 0expectations and assessment boundary statements.               2  0  0 '' 2 A} 0*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practi                                     2  0ce or    0 '' 2   0Disciplinary    2   0Core Idea.     2 _ 0  0 '' 2 = 0** @2 I# 0California clarification statements          2 2 0,  2 6 0  82 = 0marked with double asterisks,         j2 ? 0were incorporated by the California Science Expert Review Panel                      2  0  0 ''@"Arial------ |2 3K 0The section entitled Disciplinary Core Ideas is reproduced verbatim from                   --- #2 B 0A Framework for       2  0K   2  0  2  012   2  0  #2  0Science Educatio       (2 c 0n: Practices, Cross        2  0- 0 ''------ ;2 ,G  0Cutting Concepts, and Core Ideas        ---  2 ,8 0.  2 ,< 0  2 ,A 0Revised   2 ,  0March 2015    2 , 0.  2 , 0  0 ''---  2 @ 0  0 ''  2 S< 02   2 SE 0- V2 SJ2 0LS2 Ecosystems: Interactions, Energy, and Dynamics               2 S 0  0 '' - @ !X0-  - @ !X- jX0 - @ !X7-   2 f70Xj2   2 f@0Xj- "2 fE0XjLS2 Ecosystems:      2 f0Xj  >2 f"0XjInteractions, Energy, and Dynamics           2 f0Xj  '- @ !W/-- @ !W/-- @ !W0- - @ !W-- @ !W- - @ !X/- - @ !X-  - @ !Jk0-  - @ !Jk- k0--- - @ !k7-  L2 z7+0kStudents who demonstrate understanding can:              2 z0k  ------ - @ !}7- ---  2 70k2   2 @0k- 2 E0kLS2   2 c0k- 2 h0k1.   2 u0k ! +2 0kPlan and conduct an i      q2 ;D0knvestigation to determine if plants need sunlight and water to grow.                     2 ?0k --- 2 C 0k[Assessment      - @ !7-  p2 C0kBoundary: Assessment is limited to testing one variable at a time.]                    2 h0k  --- - @ !7-   2 70k2   2 @0k- 2 E0kLS2   2 c0k-  2 h0k2   2 q0k.  2 u0k ! 2 b0kDevelop a simple model that mimics the function of an animal in dispersing seeds or pollinating pl                            2 0kants.*    2 0k  '- @ !j/-- @ !j0- - @ !j- - @ !Jk/- - @ !Jk-  - @ !%0-  - @ !%- 0 - @ !7-  - @ !?- --- 2 ?d0The performance expectations above were developed using the following elements from the NRC document                               2 90 --- #2 ?0A Framework for       2 0K   2 0  2 012   2 0  --- - @ !7-  - @ !Q- --- %2 0Science Education      ---  2 Q0:  2 U0  '- @ !/-- @ !0- - @ !- - @ !$/- - @ !$-  - @ !0-  - @ !s- z0 - @ !<7- ---  2 0z  z0- - '' - @ !<7-  0:0:- @ !C3-  =2 P!0zScience and Engineering Practices           2 Z0z  z00:- 0:- '' - @ !<7-  42 70zDeveloping and Using Models          2 0z  --- - @ !<7-  2 &7 0zModeling in K     2 &0z  72 &0z2 builds on prior experiences            2 &l0z   - @ !<*7-  A2 97$0zand progresses to include using and             - @ !<<7-  L2 K7+0zdeveloping models (i.e., diagram, drawing,              - @ !<N7-  O2 ]7-0zphysical replica, diorama, dramatization, or              - @ !<a7-  L2 p7+0zstoryboard) that represent concrete events               - @ !<s7-  )2 70zor design solutions.       2 0z  @Wingdings--- - @ !<7- ---  2 =0z---  2 D0z  ;2 I 0zDevelop a simple model based on            - @ !<7-  @2 I#0zevidence to represent a proposed ob             2 N0zject    - @ !<7-  2 I 0zor tool. (2     2 0z- 2 0zLS2   2 0z- 2 0z2)   2 0z  --- - @ !<7-  I2 7)0zPlanning and Carrying Out Investigations             2 v0z   - @ !<7- --- M2 7,0zPlanning and carrying out investigations to              - @ !<7-  D2 7&0zanswer questions or test solutions to           ' ԴԴ- @ !z-  ԴԴ- @ !- z ԴԴ- @ !6- ---  2 z  zԴ- Դ- '' ԴԴ- @ !6-  ~ ~ - @ !:-  .2 zDisciplinary Core Ideas          2 tz  z~ - ~ - '' ԴԴ- @ !6-  2 zLS2.A:    2 z  72 zInterdependent Relationships         2 zin    ԴԴ- @ !6- --- 2 % zEcosystems   ---  2 %z @ Arial---  ԴԴ- @ !6*- ---  2 9z---  2 9z  A2 9$zPlants depend on water and light to             ԴԴ- @ !6<-  2 Kzgrow. (2     2 Kz- 2 KzLS2   2 Kz- 2 Kz1)   2 Kz   ԴԴ- @ !6N- ---  2 ]z---  2 ]z  I2 ])zPlants depend on animals for pollination             ԴԴ- @ !6a-  =2 p!zor to move their seeds around. (2            2 pz- 2 pzLS2   2 pz- 2 pz2)   2 pz  --- ԴԴ- @ !6s-  2 zETS1.B:    2 z  72 zDeveloping Possible Solutions           2 z   ԴԴ- @ !6- ---  2 z---  2 z  ;2  zDesigns can be conveyed through           ԴԴ- @ !6-  C2 %zsketches, drawings, or physical model          2 zs.   ԴԴ- @ !6-  A2 $zThese representations are useful in             ԴԴ- @ !6-  A2 $zcommunicating ideas for a problems            ԴԴ- @ !6-  42 zsolutions to other people.          2 Jz(secondary to       ԴԴ- @ !6- ---  2 z2   2 z- 2 zLS2   2 z- 2 z2) ---  2 z  ' - @ !-  - @ !-  - @ !\2-  - @ !$- ---  2 W  - - '' - @ !$-  PP- @ !(-  +2 Crosscutting Concepts       2   P- P- '' - @ !$-  %2 Cause and Effect      2 K   - @ !$- ---  2 &---  2 &  =2 &!Events have causes that generate             - @ !$*-  .2 9observable patterns. (2         2 9z- 2 9LS2   2 9- 2 91)   2 9  --- - @ !$<-  ,2 JStructure and Function         2 Jv   - @ !$N- ---  2 ]---  2 ]  2 ]The    2 ]  >2 ]"shape and stability of structures         - @ !$a-  A2 p$of natural and designed objects are              - @ !$s-  ;2  related to their function(s). (2         2 - 2 LS2   2 - 2 2)   2    - @ !$-   2   '- @ !/-- @ !I0- - @ !y-- @ !Cz- - @ !-- @ !1- - @ !- - @ !/- - @ !/-- @ !/-- @ !I0- - @ !y- - @ !y-- @ !Cz- - @ !- - @ !-- @ !1- - @ !- - @ !-- @ !- "Systemv >8evjvP>8--00  //..՜.+,08 hp  $California Department of Education13` 0Grade 2 Standards - NGSS (CA Dept of Education) Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~    Root Entry F 5mData 1TableOcWordDocument: SummaryInformation(oDocumentSummaryInformation8 CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q