Students who demonstrate understanding can:
2-ESS1-1. |
[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 document A Framework for K-12 Science Education: |
Science and Engineering Practices
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1)
|
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. (2-ESS1-1) |
Mathematics — |
MP.2 | Reason abstractly and quantitatively. (2-ESS1-1) |
MP.4 | Model with mathematics. (2-ESS1-1) |
2.NBT.A |
Understand place value. (2-ESS1-1) |
|
Students who demonstrate understanding can:
2-ESS1-1. |
[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 document A Framework for K-12 Science Education: |
Science and Engineering Practices
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1)
|
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. (2-ESS1-1) |
Mathematics — |
MP.2 | Reason abstractly and quantitatively. (2-ESS1-1) |
MP.4 | Model with mathematics. (2-ESS1-1) |
2.NBT.A |
Understand place value. (2-ESS1-1) |
|
Students who demonstrate understanding can:
2-ESS1-1. |
[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 document A Framework for K-12 Science Education: |
Science and Engineering Practices
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
|
Disciplinary Core Ideas
|
Crosscutting Concepts
|
Connections to other DCIs in second grade: N/A
|
Articulation of DCIs across grade-levels: 3.LS2.C (2-ESS1-1); 4.ESS1.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1)
|
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. (2-ESS1-1) |
Mathematics — |
MP.2 | Reason abstractly and quantitatively. (2-ESS1-1) |
MP.4 | Model with mathematics. (2-ESS1-1) |
2.NBT.A |
Understand place value. (2-ESS1-1) |
|