The were created to support a

vision of ALL students proficient in science. There are three facets to this proficiency; science
content (core ideas of broad importance across disciplines), science practices (“how scientists work”),
and crosscutting concepts (“how scientists think, analyze, & make connections”). The Core Ideas are
divided into 4 domains; Life, Physical, Earth and Space, and Engineering (design thinking).

For our nation to compete in the global economy and for American students to be able
to pursue expanding employment opportunities in science& engineering related fields, ALL students
must have access to a rigorous science education. Our previous standards, were based on an obsolete
definition of scientific literacy. Major advances have since taken place in science, technology, and in our
understanding of how students learn. Our focus is no longer on the vast body of scientific knowledge, but
on learning the core ideas and the skills necessary to refine, revise, and extend this knowledge.

. All students, all sciences, all standards. The NGSS are a vision of what ALL students should
have the opportunity to master before they exit 12th grade. There is intentional spiraling of all 3 areas in
K-2, 3-5, 6-8, and 9-12. Adopting the NGSS is a commitment to implement these standards in all
classrooms TK-12. For this vision to work it is CRITICAL that elementary classrooms support the
science standards in AND outside of the lab to lay the foundation for middle and high school.

. Classroom teachers should engage in 3D teaching around the disciplinary core

ideas (DCI), 8 scientific & engineering practices (SEP), and 7 crosscutting concepts
(CCC). There are many ways to incorporate and support the CA NGSS into weekly
classroom practice, from authentic connections to ELA, Social Studies, and math work,
science notebooks for models & journaling, using common language around science,
explicitly referring to the SEPs, DCIs, & CCCs, incorporating reading and writing of
informational and other nonfiction texts to support, and conducting or extend labs.

cells & organisms • plant structures food webs transfer matter • stability of ecosystems
photosynthesis • respiration fungi & bacteria as recyclers • organisms + environment
human body systems photosynthesis and respiration

water cycle on Earth distances in the universe, positions of sun, Earth, moon
atmosphere shadows, day/night, phases of moon
currents, wind, temperature celestial bodies move in patterns
severe weather geosphere, hydrosphere, atmosphere, biosphere
sun & solar system ocean –ecosystems, landforms, climate
gravity and orbits weather—wind and clouds
environmental problems, Earth’s rising temperature

properties of matter properties of matter • mixtures & compounds

elements, including atoms and molecules weight conserved through changes • ways to improve materials
mixtures and compounds chemical & physical reactions
chemical reactions Earth’s gravity
metals and salts energy in animals originates with the sun
lenses & technology helps us see the universe

CA NGSS Support for the Classroom Teacher A Walters 2017

This chart shows the minimum science content standards which will be covered at this grade level. It
also shows the scientific and engineering practices (“how a scientist works”) and the crosscutting
concepts (bridges between sciences) which all students will see every year in science. There are clear
connections to the CCSS for ELA and Math. The practices function in similar ways to the math.
This chart is intended to aid collaboration between classroom teachers and science specialists.

Asking questions
and defining Patterns
Instructional Segment #1 problems
Matter and Interactions
Developing and
Matter is made up of molecules and has mass/ Cause and
using models (data
Properties of matter (PS1.A) Effect
representations)
When two substances are mixed, a new substance may
Scale,
be formed. No matter the reaction, weight does not Planning & carrying
Proportion, and
change. (PS1.B) out investigations
quantity
Instructional Segment #2 Analyzing and Systems and
From Matter to Organisms interpreting data system models
Photosynthesis. Food comes from energy from the sun.
(PS3.D) Energy and
Using mathematics
Matter: Flows,
Energy use in an organism/Animal needs (LS1.C) and computational
cycles, and
Food Webs/Chains/Pyramids/Decomposers(LS2.A) thinking
conservation
Matter movement and respiration/gas exchanges/life Construction
cycles(LS2.B) Structure and
explanations and
function
designing solutions
Instructional Segment #3
Patterns in Earth and Space Engaging in
Stability and
argument from
Sun and star distances/brightness (ESS1.A) change
evidence
Earth’s observable patterns. Day vs Night/ shadows
Obtaining,
/position (of sun, moon and stars)/seasons. (ESS1.B)
evaluation, and
Gravity. (PS2.B)
communicating
information
Instructional Segment #4
Earth Systems
Geosphere (solid and molten rock, soil, & sediments),
the hydrosphere (water and ice), the atmosphere (air),
and the biosphere (living things, including humans) all
interact with one another/ weather. (ESS2.A)
Nearly all of Earth’s available water is in the
ocean/freshwater resources. (ESS2.C)
Human impact on Earth Systems and what we are
doing to help protect resources (ESS3.C).

CA NGSS Support for the Classroom Teacher A Walters 2017