Grade-Level Standards:

Kindergarten Through Grade Twelve

 Standards Arranged by
Kindergarten Topic Disciplinary Core Ideas

California Department of Education

Clarification statements were created by the *The performance expectations marked with an The section titled “Disciplinary Core Ideas” is
writers of NGSS to supply examples or additional asterisk integrate traditional science content with reproduced verbatim from A Framework for K–12
clarification to the performance expectations and engineering through a Practice or Disciplinary Science Education: Practices, Crosscutting
assessment boundary statements. Core Idea. Concepts, and Core Ideas. Revised March 2015.

K-LS1 From Molecules to Organisms: Structures and Processes

K-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
K-LS1-1. Use obser vations to describe patterns of what plants and animals (including humans) need to survive.
[Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by
different types of animals; the requirement of plants to have light; and that all living things need water.]
The performance expectation(s) 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

Analyzing and Interpreting Data LS1.C: Organization for Matter and Energy Flow in Patterns
Analyzing data in K–2 builds on prior experiences and Organisms § Patterns in the natural and human designed world
progresses to collecting, recording, and sharing obser- § All animals need food in order to live and grow. They can be observed and used as evidence. (K-LS1-1)
vations. obtain their food from plants or from other animals.
§ Use observations (firsthand or from media) to Plants need water and light to live and grow. (K-LS1-
describe patterns in the natural world in order to 1)
answer scientific questions. (K-LS1-1)

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence
§ Scientists look for patterns and order when making
observations about the world. (K-LS1-1)

8 | Grade-Level Standards Kindergarten

 K-LS1 From Molecules to Organisms: Structures and Processes
California Environmental Principles and Concepts aligned to the CA NGSS: (K-LS1-1)
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essen-
tial goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Connections to other DCIs in kindergarten: N/A
Articulation of DCIs across grade-bands: 1.LS1.A (K-LS1-1); 2.LS2.A (K-LS1-1); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 5.LS1.C (K-LS1-1); 5.LS2.A (K-LS1-1)
California Common Core State Standards Connections:
ELA/Literacy –
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)
Mathematics –
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
For example, directly compare the heights of two children and describe one child as taller/shorter. (K-LS1-1)

*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 9

 K-ESS2 Earth’s Systems
K-ESS2 Earth’s Systems
Students who demonstrate understanding can:
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could
include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy,
and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days
versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations is limited to whole numbers and relative mea-
sures such as warmer/cooler.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarifica-
tion Statement: Examples of plants and animals changing their environment could include how a squirrel digs in the ground to hide its food and tree roots
can break concrete.]
The performance expectation(s) 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

Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns
Analyzing data in K–2 builds on prior experiences and § Weather is the combination of sunlight, wind, snow § Patterns in the natural world can be observed, used
progresses to collecting, recording, and sharing obser- or rain, and temperature in a particular region at a to describe phenomena, and used as evidence.
vations. particular time. People measure these conditions (K-ESS2-1)
§ Use observations (firsthand or from media) to to describe and record the weather and to notice Systems and System Models
describe patterns in the natural world in order to patterns over time. (K-ESS2-1) § Systems in the natural and designed world have
answer scientific questions. (K-ESS2-1) ESS2.E: Biogeology parts that work together. (K-ESS2-2)
Engaging in Argument from Evidence § Plants and animals can change their environment.
Engaging in argument from evidence in K–2 builds on (K-ESS2-2)
prior experiences and progresses to comparing ideas ESS3.C: Human Impacts on Earth Systems
and representations about the natural and designed § Things that people do to live comfortably can affect
world(s). the world around them. But they can make choices
§ Construct an argument with evidence to support a that reduce their impacts on the land, water, air, and
claim. (K-ESS2-2) other living things. (secondary to K-ESS2-2)

Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence
§ Scientists look for patterns and order when making
observations about the world. (K-ESS2-1)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

10 | Grade-Level Standards Kindergarten

 K-ESS2 Earth’s Systems
California Environmental Principles and Concepts aligned to the CA NGSS: (K-ESS2-2)
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essen-
tial goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.
Connections to other DCIs in kindergarten: N/A
Articulation of DCIs across grade-bands: 2.ESS2.A (K-ESS2-1); 3.ESS2.D (K-ESS2-1); 4.ESS2.A (K-ESS2-1); 4.ESS2.E (K-ESS2-2); 5.ESS2.A (K-ESS2-2)
California 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-ESS2-2)
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing
about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). (K-ESS2-2)
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply
some information about the topic. (K-ESS2-2)
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-ESS2-1)
MP.4 Model with mathematics. (K-ESS2-1)
K.CC.1–3 Know number names and the count sequence. (K-ESS2-1)
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
K.MD.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 11

 K-ESS3 Earth and Human Activity
K-ESS3 Earth and Human Activity
Students who demonstrate understanding can:
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification
Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and grasses need sunlight
so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
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.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification
Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solu-
tions could include reusing paper and recycling cans and bottles.]
The performance expectation(s) 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

Asking Questions and Defining Problems ESS3.A: Natural Resources Cause and Effect
Asking questions and defining problems in grades K–2 § Living things need water, air, and resources from the § Events have causes that generate observable pat-
builds on prior experiences and progresses to simple land, and they live in places that have the things terns. (K-ESS3-2), (K-ESS3-3)
descriptive questions that can be tested. they need. Humans use natural resources for every- Systems and System Models
§ Ask questions based on observations to find more thing they do. (K-ESS3-1) § Systems in the natural and designed world have
information about the designed world. (K-ESS3-2) ESS3.B: Natural Hazards parts that work together. (K-ESS3-1)
Developing and Using Models § Some kinds of severe weather are more likely than
Modeling in K–2 builds on prior experiences and pro- others in a given region. Weather scientists forecast Connections to Engineering, Technology,
gresses to include using and developing models (i.e., severe weather so that the communities can prepare and Applications of Science
diagram, drawing, physical replica, diorama, dramati- for and respond to these events. (K-ESS3-2) Interdependence of Science, Engineering, and
zation, storyboard) that represent concrete events or ESS3.C: Human Impacts on Earth Systems Technology
design solutions. § Things that people do to live comfortably can affect § People encounter questions about the natural world
§ Use a model to represent relationships in the natu- the world around them. But they can make choices every day. (K-ESS3-2)
ral world. (K-ESS3-1) that reduce their impacts on the land, water, air, and Influence of Engineering, Technology, and Science on
Obtaining, Evaluating, and Communicating Information other living things. (K-ESS3-3) Society and the Natural World
Obtaining, evaluating, and communicating information § People depend on various technologies in their lives;
in K–2 builds on prior experiences and uses observa- human life would be very different without technolo-
tions and texts to communicate new information. gy. (K-ESS3-2)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

12 | Grade-Level Standards Kindergarten

 K-ESS3 Earth and Human Activity
§ Read grade-appropriate texts and/or use media to ETS1.A: Defining and Delimiting an Engineering
obtain scientific information to describe patterns in Problem
the natural world. (K-ESS3-2) § Asking questions, making observations, and
§ Communicate solutions with others in oral and/or gathering information are helpful in thinking about
written forms using models and/or drawings that problems. (secondary to K-ESS3-2)
provide detail about scientific ideas. (K-ESS3-3) ETS1.B: Developing Possible Solutions
§ Designs can be conveyed through sketches, draw-
ings, or physical models. These representations
are useful in communicating ideas for a problem’s
solutions to other people. (secondary to K-ESS3-3)
California Environmental Principles and Concepts aligned to the CA NGSS: (K-ESS3-1), (K-ESS3-3)
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essen-
tial goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Connections to other DCIs in kindergarten: K.ETS1.A (K-ESS3-2), (K-ESS3-3)
Articulation of DCIs across grade-bands: 1.LS1.A (K-ESS3-1); 2.ESS1.C (K-ESS3-2); 2.ETS1.B (K-ESS3-3); 3.ESS3.B (K-ESS3-2); 4.ESS3.A (K-ESS3-3); 4.ESS3.B
(K-ESS3-2); 5.LS2.A (K-ESS3-1); 5.ESS2.A (K-ESS3-1); 5.ESS3.C (K-ESS3-3)
California 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)
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply
some information about the topic. (K-ESS3-3)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-ESS3-1)
MP.4 Model with mathematics. (K-ESS3-1), (K-ESS3-2)
K.CC.1–3 Know number names and the count sequence. (K-ESS3-1), (K-ESS3-2)
K.CC.4–5 Count to tell the number of objects. (K-ESS3-1), (K-ESS3-2)
K.CC.6–7 Compare numbers. (K-ESS3-1), (K-ESS3-2)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 13

 K-PS2 Motion and Stability: Forces and Interactions
K-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
[Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person
stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or
different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]
K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification
Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and
knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause
an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
The performance expectation(s) 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

Planning and Carrying Out Investigations PS2.A: Forces and Motion Cause and Effect
Planning and carrying out investigations to answer § Pushes and pulls can have different strengths and § Simple tests can be designed to gather evidence to
questions or test solutions to problems in K–2 builds on directions. (K-PS2-1), (K-PS2-2) support or refute student ideas about causes. (K-
prior experiences and progresses to simple investiga- § Pushing or pulling on an object can change the PS2-1), (K-PS2-2)
tions, based on fair tests, which provide data to support speed or direction of its motion and can start or
explanations or design solutions. stop it. (K-PS2-1), (K-PS2-2)
§ With guidance, plan and conduct an investigation in PS2.B: Types of Interactions
collaboration with peers. (K-PS2-1) § When objects touch or collide, they push on one
Analyzing and Interpreting Data another and can change motion. (K-PS2-1)
Analyzing data in K–2 builds on prior experiences and PS3.C: Relationship Between Energy and Forces
progresses to collecting, recording, and sharing obser- § A bigger push or pull makes things speed up or slow
vations. down more quickly. (secondary to K-PS2-1)
§ Analyze data from tests of an object or tool to deter- ETS1.A: Defining Engineering Problems
mine if it works as intended. (K-PS2-2) § A situation that people want to change or create can
be approached as a problem to be solved through
Connections to Nature of Science engineering. Such problems may have many accept-
Scientific Investigations Use a Variety of Methods able solutions. (secondary to K-PS2-2)
§ Scientists use different ways to study the world.
(K-PS2-1)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

14 | Grade-Level Standards Kindergarten

 K-PS2 Motion and Stability: Forces and Interactions
Connections to other DCIs in kindergarten: K.ETS1.A (K-PS2-2); K.ETS1.B (K-PS2-2)
Articulation of DCIs across grade-bands: 2.ETS1.B (K-PS2-2); 3.PS2.A (K-PS2-1), (K-PS2-2); 3.PS2.B (K-PS2-1); 4.PS3.A (K-PS2-1); 4.ETS1.A (K-PS2-2)
California 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-PS2-2)
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K-PS2-1)
K.MD.1–2 Describe and compare measurable attributes. (K-PS2-1)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 15

 K-PS3 Energy
K-PS3 Energy
Students who demonstrate understanding can:
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Examples of Earth’s surface could include sand, soil,
rocks, and water.] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of
structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
The performance expectation(s) 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

Planning and Carrying Out Investigations PS3.B: Conservation of Energy and Energy Transfer Cause and Effect
Planning and carrying out investigations to answer § Sunlight warms Earth’s surface. (K-PS3-1), (K-PS3- § Events have causes that generate observable pat-
questions or test solutions to problems in K–2 builds on 2) terns. (K-PS3-1), (K-PS3-2)
prior experiences and progresses to simple investiga-
tions, based on fair tests, which provide data to support
explanations or design solutions.
§ Make observations (firsthand or from media) to
collect data that can be used to make comparisons.
(K-PS3-1)
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 evi-
dence-based accounts of natural phenomena and
designing solutions.
§ Use tools and materials provided to design and
build a device that solves a specific problem or a
solution to a specific problem. (K-PS3-2)

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods
§ Scientists use different ways to study the world.
(K-PS3-1)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

16 | Grade-Level Standards Kindergarten

 K-PS3 Energy
Connections to other DCIs in kindergarten: K.ETS1.A (K-PS3-2); K.ETS1.B (K-PS3-2)
Articulation of DCIs across grade-bands: 1.PS4.B (K-PS3-1), (K-PS3-2); 2.ETS1.B (K-PS3-2), 3.ESS2.D (K-PS3-1); 4.ETS1.A (K-PS3-2)
California Common Core State Standards Connections:
ELA/Literacy –
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1), (K-
PS3-2)
Mathematics –
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
For example, directly compare the heights of two children and describe one child as taller/shorter. (K-PS3-1), (K-PS3-2)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 17

 K–2 Engineering Design
K–2 ETS1 Engineering Design
Students who demonstrate understanding can:
K–2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through
the development of a new or improved object or tool.
K–2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K–2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
The performance expectation(s) 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

Asking Questions and Defining Problems ETS1.A: Defining and Delimiting Engineering Problems Structure and Function
Asking questions and defining problems in K–2 builds § A situation that people want to change or create can § The shape and stability of structures of natural and
on prior experiences and progresses to simple descrip- be approached as a problem to be solved through designed objects are related to their function(s).
tive questions. engineering. (K–2-ETS1-1) (K–2-ETS1-2)
§ Ask questions based on observations to find more § Asking questions, making observations, and
information about the natural and/or designed gathering information are helpful in thinking about
world(s). (K–2-ETS1-1) problems. (K–2-ETS1-1)
§ Define a simple problem that can be solved through § Before beginning to design a solution, it is important
the development of a new or improved object or to clearly understand the problem. (K–2-ETS1-1)
tool. (K–2-ETS1-1) ETS1.B: Developing Possible Solutions
Developing and Using Models § Designs can be conveyed through sketches, draw-
Modeling in K–2 builds on prior experiences and pro- ings, or physical models. These representations
gresses to include using and developing models (i.e., are useful in communicating ideas for a problem’s
diagram, drawing, physical replica, diorama, dramati- solutions to other people. (K–2-ETS1-2)
zation, or storyboard) that represent concrete events or ETS1.C: Optimizing the Design Solution
design solutions. § Because there is always more than one possible
§ Develop a simple model based on evidence to rep- solution to a problem, it is useful to compare and
resent a proposed object or tool. (K–2-ETS1-2) test designs. (K–2-ETS1-3)

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

18 | Grade-Level Standards Kindergarten

 K–2 Engineering Design
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and
progresses to collecting, recording, and sharing obser-
vations.
§ Analyze data from tests of an object or tool to deter-
mine if it works as intended. (K–2-ETS1-3)
California Environmental Principles and Concepts aligned to the CA NGSS: (K-2-ETS1-1)
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
Connections to other DCIs in this grade-band:
Connections to K–2-ETS1.A: Defining and Delimiting Engineering Problems include:
Kindergarten: K-PS2-2, K-ESS3-2
Connections to K–2-ETS1.B: Developing Possible Solutions Problems include:
Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2
Connections to K–2-ETS1.C: Optimizing the Design Solution include:
Second Grade: 2-ESS2-1
Articulation of DCIs across grade-bands: 3–5.ETS1.A (K–2-ETS1-1), (K–2-ETS1-2), (K–2-ETS1-3); 3–5.ETS1.B (K–2-ETS1-2); 3–5.ETS1.C (K–2-ETS1-1), (K–2-ETS1-2),
(K–2-ETS1-3)
California 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. (K–2-ETS1-1)
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. (K–2-ETS1-1),
(K–2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K–2-ETS1-1), (K–2-ETS1-3)
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. (K–2-ETS1-2)
Mathematics –
MP.2 Reason abstractly and quantitatively. (K–2-ETS1-1), (K–2-ETS1-3)
MP.4 Model with mathematics. (K–2-ETS1-1), (K–2-ETS1-3)
MP.5 Use appropriate tools strategically. (K–2-ETS1-1), (K–2-ETS1-3)

California Department of Education, June 2021

*T he performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section titled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

Kindergarten Grade-Level Standards | 19