2.Earth’s Systems: Processes that Shape the Earth

2.ESS2   Earth's Systems

Students 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.]
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 document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 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.

Constructing Explanations and Designing Solutions

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.

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

ESS1.C: The History of Planet Earth

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth’s Surface Processes

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Stability and Change

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

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

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

         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); 3.LS2.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1),(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)

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),(2-ESS2-1)
RI.2.9Compare 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-ESS1-1),(2-ESS2-3)
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),(2-ESS2-3)
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)
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-ESS1-1),(2-ESS2-1),(2- ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1)
2.NBT.A Understand place value. (2-ESS1-1)
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2- ESS2-2)
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. (2-ESS2-1)

2.ESS2   Earth's Systems

Students 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.]
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 document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 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.

Constructing Explanations and Designing Solutions

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.

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

ESS1.C: The History of Planet Earth

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth’s Surface Processes

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Stability and Change

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

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

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

         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); 3.LS2.C (2-ESS1-1); (2-ESS1-1); 4.ESS2.A (2-ESS1-1),(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)

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),(2-ESS2-1)
RI.2.9Compare 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-ESS1-1),(2-ESS2-3)
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),(2-ESS2-3)
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)
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-ESS1-1),(2-ESS2-1),(2- ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1)
2.NBT.A Understand place value. (2-ESS1-1)
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2- ESS2-2)
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. (2-ESS2-1)

2.ESS2   Earth's Systems

Students 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.]
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 document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 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.

Constructing Explanations and Designing Solutions

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.

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

ESS1.C: The History of Planet Earth

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth’s Surface Processes

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Patterns

Stability and Change

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

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

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

         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); 3.LS2.C (2-ESS1-1); 4.ESS2.A (2-ESS1-1),(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)

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),(2-ESS2-1)
RI.2.9Compare 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-ESS1-1),(2-ESS2-3)
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),(2-ESS2-3)
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)
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-ESS1-1),(2-ESS2-1),(2- ESS2-2)
MP.4 Model with mathematics. (2-ESS1-1),(2-ESS2-1),(2-ESS2-2)
MP.5 Use appropriate tools strategically. (2-ESS2-1)
2.NBT.A Understand place value. (2-ESS1-1)
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2- ESS2-2)
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. (2-ESS2-1)

* 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.