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California’s Adopted Environmental Principles and Concepts
Principle I—People Depend on Natural Systems
The continuation and health of individual human lives and of human communities and societies depend on the
health of the natural systems that provide essential goods and ecosystem services.
Concept a.
The goods produced by natural systems are essential to human life and to the functioning of
our economies and cultures.
Concept b.
The ecosystem services provided by natural systems are essential to human life and to the
functioning of our economies and cultures.
Concept c.
The quality, quantity and reliability of the goods and ecosystem services provided by natural
systems are directly affected by the health of those systems.
Principle II—People Influence Natural Systems
The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced
by their relationships with human society.
Concept a.
Direct and indirect changes to natural systems due to the growth of human populations and
their consumption rates influence the geographic extent, composition, biological diversity, and
viability of natural systems.
Concept b.
Methods used to extract, harvest, transport and consume natural resources influence the
geographic extent, composition, biological diversity, and viability of natural systems.
Concept c.
The expansion and operation of human communities influences the geographic extent,
composition, biological diversity, and viability of natural systems.
Concept d.
The legal, economic and political systems that govern the use and management of natural
systems directly influence the geographic extent, composition, biological diversity, and viability
of natural systems.
Principle III—Natural Systems Change in Ways that People Benefit from and Can Influence
Natural systems proceed through cycles that humans depend upon, benefit from and can alter.
Concept a.
Natural systems proceed through cycles and processes that are required for their functioning.
Concept b.
Human practices depend upon and benefit from the cycles and processes that operate within
natural systems.
Concept c.
Human practices can alter the cycles and processes that operate within natural systems.
Principle IV—There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing
Between Systems
The exchange of matter between natural systems and human societies affects the long-term functioning of
both.
Concept a.
The effects of human activities on natural systems are directly related to the quantities of
resources consumed and to the quantity and characteristics of the resulting byproducts.
Concept b.
The byproducts of human activity are not readily prevented from entering natural systems and
may be beneficial, neutral, or detrimental in their effect.
Concept c.
The capacity of natural systems to adjust to human-caused alterations depends on the nature
of the system as well as the scope, scale, and duration of the activity and the nature of its
byproducts.
Principle V—Decisions Affecting Resources and Natural Systems are Complex and Involve Many
Factors
Decisions affecting resources and natural systems are based on a wide range of considerations and
decision-making processes.
Concept a.
The spectrum of what is considered in making decisions about resources and natural systems
and how those factors influence decisions.
Concept b.
The process of making decisions about resources and natural systems, and how the
assessment of social, economic, political, and environmental factors has changed over time.
CA NGSS Roll Out #4: 3-5 Learning Sequence
H7 b
Next Generation Science Standards for CA Public Schools - Fifth​ Grade
5-ESS2 Earth’s Systems
5-ESS2 Earth’s Systems
Students who demonstrate understanding can:
5-ESS2-1.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact. ​[Clarification Statement: **​The geosphere, hydrosphere (including ice),
atmosphere, and biosphere are each a system and each system is a part of the whole Earth System.
Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence
of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain
ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are
each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
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
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 3–5 builds on K–2
experiences and progresses to
building and revising simple models
and using models to represent events
and design solutions.
▪ Develop a model using an
example to describe a scientific
principle. (5-ESS2-1)
ESS2.A: Earth Materials and Systems
Systems and System Models
▪ Earth’s major systems are the
▪ A system can be described in terms
geosphere (solid and molten rock, soil,
of its components and their
and sediments), the hydrosphere
interactions. (5-ESS2-1)
(water and ice), the atmosphere (air),
and the biosphere (living things,
including humans). These systems
interact in multiple ways to affect
Earth’s surface materials and
processes. The ocean supports a
variety of ecosystems and organisms,
shapes landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the landforms
to determine patterns of weather.
(5-ESS2-1)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-bands: 2.ESS2.A ​(5-ESS2-1);​ 3.ESS2.D ​(5-ESS2-1);​ 4.ESS2.A ​(5-ESS2-1);​ MS.ESS2.A
(5-ESS2-1);​ MS.ESS2.C ​(5-ESS2-1);​ MS.ESS2.D ​(5-ESS2-1)
California Common Core State Standards Connections:
ELA/Literacy –
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently. (5-ESS2-1)
SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate
to enhance the development of main ideas or themes. (5-ESS2-1)
Mathematics –
MP.2
MP.4
5.G.2
Reason abstractly and quantitatively. (5-ESS2-1)
Model with mathematics. (5-ESS2-1)
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate
plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)
*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 K–12 Science Education: Practices,
Cross-Cutting Concepts, and Core Ideas.
This resource has been created and is maintained by the S
​ an Diego County Office of Education​ by J. Spiegel and C. Cochrane,
2016. It is adapted from the DRAFT CA Science Framework, ​CA NGSS Standards​ and the ​Next Generation Science Standards​.
Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the
production of, and does not endorse, this product.
August 2016.
CA NGSS Roll Out #4: 3-5 Learning Sequence
H7c
5-ESS2-1 Earth's Systems
Students who demonstrate understanding can:
5-ESS2-1.
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or
atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on
ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and
ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in
the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]
[Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
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
Disciplinary Core Ideas
Developing and Using Models
Modeling in 3–5 builds on K–2 experiences
and progresses to building and revising simple
models and using models to represent events
and design solutions.
Develop a model using an example to
describe a scientific principle.
ESS2.A: Earth Materials and Systems
Earth’s major systems are the
geosphere (solid and molten rock, soil,
and sediments), the hydrosphere
(water and ice), the atmosphere (air),
and the biosphere (living things,
including humans). These systems
interact in multiple ways to affect
Earth’s surface materials and
processes. The ocean supports a
variety of ecosystems and organisms,
shapes landforms, and influences
climate. Winds and clouds in the
atmosphere interact with the landforms
to determine patterns of weather.
Crosscutting Concepts
Systems and System
Models
A system can be
described in terms of its
components and their
interactions.
Observable features of the student performance by the end of the grade:
1
2
3
Components of the model
a
Students develop a model, using a specific given example of a phenomenon, to describe* ways
that the geosphere, biosphere, hydrosphere, and/or atmosphere interact. In their model, students
identify the relevant components of their example, including features of two of the following
systems that are relevant for the given example:
i.
Geosphere (i.e., solid and molten rock, soil, sediment, continents, mountains).
ii.
Hydrosphere (i.e., water and ice in the form of rivers, lakes, glaciers).
iii.
Atmosphere (i.e., wind, oxygen).
iv.
Biosphere (i.e., plants, animals [including humans]).
Relationships
a
Students identify and describe* relationships (interactions) within and between the parts of the
Earth systems identified in the model that are relevant to the example (e.g., the atmosphere and
the hydrosphere interact by exchanging water through evaporation and precipitation; the
hydrosphere and atmosphere interact through air temperature changes, which lead to the
formation or melting of ice).
Connections
a
Students use the model to describe* a variety of ways in which the parts of two major Earth
systems in the specific given example interact to affect the Earth’s surface materials and
processes in that context. Students use the model to describe* how parts of an individual Earth
system:
i.
Work together to affect the functioning of that Earth system.
ii.
Contribute to the functioning of the other relevant Earth system.
June 2015
Page 1 of 1
Planning Tool for Developing and Using Models
H7d
This tool has been designed to assist educators in using the Evidence Statements as they begin to develop
assessments and plan instruction where students will be asked to develop and use models. Evidence
Statements are available at ​www.nextgenscience.org/resources​.
The general observable features of the Science and Engineering Practice of Developing and Using Models
are described as:
Developing and Using Models
I.
Using either a developed or given model to do the following:
1. Components of the model
a. Students define and clearly label all of the essential variables or factors
(components) within the system being modeled.
b. When appropriate, students describe the boundaries and limitations of the model.
2. Relationships
a. Students describe the relationships among the components of the model.
3. Connections
a. Students connect the model to causal phenomena or scientific theories that
students then describe or predict, using logical reasoning.
II.
Developing a Model: Students develop a model with all of the attributes above
In the structure of the NGSS Performance Expectation, the practice dimension provides the means by which
students outwardly demonstrate their understanding of the content and concepts. Evidence Statements use
the features outlined above as an organizing structure to show what it might look like when students are
doing the Performance Expectation.
This tool outlines three steps to guide the planning process with these features in mind:
Step 1 - Determine the Observable Features from a Performance Expectation
In this step educators use the relevant parts of the evidence statements as well as their own expertise to
identify the components, relationships, and connections of the model students will develop and use based
on the phenomenon that will be observed throughout the instructional unit or lesson sequence.
Step 2 - Identify Possible Student Final Product
Based on the observable features of developing and using models outlined in Step 1, a possible student
final product is developed. This product includes the components of the model, the relationships among the
components, and connections to causal phenomena or scientific theories.
Step 3 - Identify Possible Student Initial and Revised Models
In this step, thought is given to the initial and revised models that students will create, develop, and refine as
they explore phenomena and gather evidence. Educators identify what possible tasks will be provided for
students to do this work throughout an instructional unit or lesson sequence.
The goal of the tool is to help educators identify useful information from the Evidence Statements for the
instructional unit or lesson sequence they are planning and to think about observable student products for
the models they are creating. The completion of this tool will help frame an instructional sequence that uses
the 5E Model of Instruction.
Planning Tool for Developing and Using Models
H7d
Step 1 - Determine the Observable Features from a Performance Expectation
Performance Expectation:
5-ESS2-1 - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact.
Observable Features of the Science and Engineering Practice of Developing and Using Models:
Components of the Model​ - What are the essential variables or factors (components) within the system
being modeled that students will need to define and clearly label? When appropriate, what are the
boundaries and limitations of the model that students will need to describe?
Students develop a model,
​ using a specific given example of a phenomenon, to describe ways that the
geosphere, biosphere, hydrosphere, and/or atmosphere interact. In their model, students identify the
relevant components of their example, including features of two of the following systems that are relevant
for the given example: Geosphere, Hydrosphere, Atmosphere, Biosphere
Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform
shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and
climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere,
hydrosphere, atmosphere, and biosphere are each a system.
Assessment Boundary: Assessment is limited to the interactions of two systems at a time.
Given phenomenon = rain shadow effect
Driving question = ​Why are the western sides of mountain ranges in California greener than the eastern
sides?
Components expected in student response = at least 2 of the following; G
​ eosphere, Hydrosphere,
Atmosphere, Biosphere
Relationships​ - What are the relationships among the components of the model that students will
describe?
Students identify and describe relationships (interactions) within and between the parts of the Earth
systems identified in the model that are relevant to the rain shadow effect.
Connections​ - How will students connect their model to causal phenomena or scientific theories using
logical reasoning to make explanations or predictions?
Students use the model to describe ways the two (or more) Earth systems interact to affect the Earth’s
surface materials and processes. Students use the model to describe how parts of an individual system
work together to affect the functioning of that Earth system and contribute to the functioning of the other
relevant Earth system.
This document is adapted from ​www.resa.net​ by San Diego County Office of Education, 2015.
H7d
Planning Tool for Developing and Using Models
Step 2 - Identify Possible Student Final Product
Based on the observable features of developing and using models, what would a possible student final
product look like? Be sure to include the c
​ omponents of the model​, the ​relationships​ among the
components, and ​connections​ to causal phenomena or scientific theories.
Student answers will vary; student models should include at least two of Earth’s systems and explain the interac<ons between the systems men<oned.
The atmosphere interacts with hydrosphere, forming clouds over the ocean. The wind blows the clouds
from west to east. The clouds pick up moisture as the temperature in the atmosphere drops and they rise
above the mountain ranges. As the temperature drops above the mountains, precipitation falls and lands
on the geosphere. The rainier areas allow more plants and trees to grow. The mountain range creates a
different ecosystem than the dry side of the mountain. There is less vegetation and different types of plants
and animals that live in the desert ecosystem than in the coastal or mountain ecosystem. As the clouds
pass the mountain range they have less moisture and less precipitation falls creating a different ecosystem.
This document is adapted from ​www.resa.net​ by San Diego County Office of Education, 2015.
H7d
Planning Tool for Developing and Using Models
Step 3 - Identify Possible Student Initial and Revised Models
What phenomenon will students explore, investigate, What initial model(s) might students make after
or experience in order to create an initial model?
exploring, investigating, or experiencing this
phenomenon?
The biosphere is interacting with the geosphere. My
evidence is that part of the land on the western side
is green which makes me think there is trees and
vegetation growing there. The eastern sides are
brown so the biosphere and the geosphere might
now be interacting there.
Why are the western sides of mountain
ranges in California greener than the
eastern sides?
There are clouds in the sky and snow on the
mountains, so the hydrosphere is interacting with the
atmosphere. When it is cold enough the precipitation
falls as snow and lands on the mountains. When
there is enough water in the atmosphere it forms
clouds.
This document is adapted from ​www.resa.net​ by San Diego County Office of Education, 2015.
H7d
What evidence will cause students to evaluate and
revise their model? What additional evidence and
information will allow students to finalize their
model? How will they gather that evidence and
information?
●
●
●
●
What revisions might students make to their model
after this additional evidence has been gathered?
Interactive classroom demo of the rain
shadow effect
Comparing maps and graphs activity
Online simulation with narration
Content reading
This document is adapted from ​www.resa.net​ by San Diego County Office of Education, 2015.