K-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Cause and Effect

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ESS1.C ; 3.ESS3.B ; 4.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.4 Model with mathematics. (K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)

K-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Cause and Effect

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ESS1.C ; 3.ESS3.B ; 4.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.4 Model with mathematics. (K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)

K-ESS3-2   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting an Engineering Problem

Crosscutting Concepts

Cause and Effect

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ESS1.C ; 3.ESS3.B ; 4.ESS3.B

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics -
MP.4 Model with mathematics. (K-ESS3-2)
K.CC Counting and Cardinality (K-ESS3-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
K-ESS3-2-1 Evidence Statements
Related Example Bundles
Kindergarten Thematic Model: Bundle 2
Kindergarten Topic Model: Bundle 2

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...