CA Common Core Standards

You can either click the tabs to view the all of the text directly on this webpage, or use these links to view/download the original flyers: K-2 , 3-5 , 6-8 , 9-12.

For more information on the California Common Core State Standards for ELA/Literacy and ideas for helping your student succeed, check out these resources:

• The Common Core Resources Web page is available online at http://www.cde.ca.gov/re/cc/. Start by clicking on the Students/Parents tab.
• The California Common Core State Standards for ELA/Literacy are available online at http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.
• The ELA/ELD Framework for California Public Schools is available online at http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp.

What Your Student Will Learn

Students engage in new and challenging literacy experiences as they develop skills and knowledge under the California Common Core State Standards for English Language Arts/Literacy. The standards are organized around four strands—Reading, Writing, Speaking and Listening, and Language—which define what students are expected to learn by the end of each grade.

Learning to read is critical for students at this time, but learning also focuses on three new emphases: (1) more exposure to content-rich informational texts; (2) developing opinions using evidence from books; and (3) engaging in group and individual reading activities around more complex texts and practicing with new vocabulary.

Reading Comprehension

With an emphasis on developing comprehension with texts, students are exposed to a variety of literature and informational texts and learn how different genres, or types, of books have different structures. Their exposure to this wide and rich range of books is supported when teachers read books aloud and connect questions to the text. This is the time for students to embrace a love for reading, talking, and expressing opinions about all kinds of books and experiences in their world.

In kindergarten through grade two, students make great strides in learning how to read, or the foundational skills. These skills include developing print concepts, phonological awareness, phonics and word recognition, and increasing reading fluency. Classrooms are engaging, allowing children to move and explore, participate in hands-on activities, and learn how to interact with teachers and classmates.

To help your student develop literacy skills:

• Read aloud with your child and provide a variety of text types for independent reading (e.g., books, pictures with captions, rhymes, songs). Visit the library or borrow books from school.
• Have your student talk and write, or draw pictures, about what he or she is reading, experiencing, watching, or is of interest.

Analysis of Text

Students begin to critically read and analyze texts. This table shows some of the skills in the Reading Standards for Informational Text that students learn by the end of each grade.

Grade	Examples of Making Meaning with Text
K	With prompting and support, students identify the main topic and retell key details of a text.
1	Students identify the main topic and retell key details of a text.
2	Students identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

 

Developing Language Skills

To support their reading, writing, and speaking, students are exposed to grammar and word usage through the Language Standards. Spelling is one area of major growth in the early grades. During this grade span, students:

• write a letter or letters for most consonant and short-vowel sounds and spell simple words phonetically (e.g., cat, pan), drawing on knowledge or sound–letter relationships (Kindergarten);
• use conventional spelling for words with common spelling patterns (e.g., -ack, -ate, -ight, -ot) and for frequently occurring irregular words and spell untaught words phonetically, drawing on phonemic awareness and spelling conventions (e.g., connecting the sounds of different letters) (First Grade);
• generalize learned spelling patterns when writing words (e.g., "cage" to "badge"; "boy" to "boil") (Second Grade).

Speaking and Listening

Speaking and listening skills are important for communication. Students participate in collaborative
conversations on grade-level topics, in small and large groups, with classroom friends and adults, becoming more skilled in asking and responding to questions.

Grade	Increasing Effective Expression
K	Students follow agreed-upon rules for discussions and continue a conversation through multiple exchanges.
1	Students follow agreed-upon rules, build on others’ talk in conversations by responding to their comments, and ask questions to clear up any confusion.
2	Students follow agreed-upon rules, build on others’ talk in conversation by linking their comments to others, and ask for clarification and further explanation as needed.

What Your Student Will Learn

Students engage in new and challenging literacy experiences as they develop skills and knowledge under the California Common Core State Standards for English Language Arts/Literacy. The standards are organized around four strands—Reading, Writing, Speaking and Listening, and Language—which define what students are expected to learn by the end of each grade.

Students in grades three through five build on their foundational reading skills by improving their reading fluency and decoding longer and more difficult words. Learning also focuses on three new emphases: (1) more exposure to content-rich informational texts; (2) developing and writing opinions using evidence from books and other text resources; and (3) engaging in group and individual reading and research activities centered on more complex texts with new vocabulary.

Reading Comprehension and Writing Skills

With an emphasis on developing comprehension with texts, students are exposed to a variety of literature and informational texts and learn how different genres, or types, of books have different structures. Students are encouraged to read, read, read and to expand their knowledge in areas of personal interest or new research topics. They begin to develop analytical skills, going beyond stating explicit information from the text to learning how to draw inferences and how to summarize what they read.

In grades three through five, students are becoming more sophisticated writers and speakers. These skills include engaging in research projects that question what they read and hear, taking information and putting it into their own words, and creating written pieces that follow a structure geared toward a writing purpose (e.g., a narrative story, an informational report, or an opinion text). Classrooms allow children to explore new topics using books, videos, and technology and participate in interactive, collaborative activities with teachers and classmates.

To help your student develop literacy skills:

• Make books special—give them as gifts, take your student to the library to explore different types of books, read with your student, create a cozy place for reading and writing, or introduce your student to a book series or your favorite children’s book author.
• Play word games with your student in the car, ask your student to summarize a favorite episode from a video or book, and start a conversation with your student and encourage him or her to ask questions and share opinions about a topic.

Analysis of Text

Students continue to critically analyze and reflect how what they read impacts their comprehension. This table shows some of the skills in the Reading Standards for Literature that students learn by the end of each grade.

Grade	Examples of Making Meaning with Text
3	Students distinguish their own point of view from that of the narrator or those of the characters.
4	Paraphrasing portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5	Students describe how a narrator’s or speaker’s point of view influences how events are described.

 

Developing Language Skills

To support their reading, writing, and use of language, students continue to strengthen their vocabulary and grammar through the Language Standards. Learning to identify and understand word relationships and nuances in word meanings is critical. This includes knowing general academic words (used in all sorts of texts and subject areas) and content-specific words (important to understanding specific topics or field of study). As part of their development of understanding, students in this grade span:

• distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps) (Third Grade);
• explain the meaning of simple similes and metaphors (e.g., as pretty as a picture), in context (Fourth Grade);
• interpret figurative language, including similes and metaphors (e.g., the clouds sailed across the sky) in context (Fifth Grade).

Speaking and Listening

Speaking and listening skills are important for communication. Students continue to build their skills through collaborative conversations on grade-level topics and texts. In addition, students work on improving comprehension in the following ways.

Grade	Increasing Listening Comprehension
3	Determining the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4	Students follow agreed-upon rules, build on others’ talk in conversations by responding to their comments, and ask questions to clear up any confusion.
5	Summarizing a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

What Your Student Will Learn

Students engage in new and challenging literacy experiences as they develop skills and knowledge under the California Common Core State Standards for English Language Arts/Literacy. The standards are organized around four strands—Reading, Writing, Speaking and Listening, and Language—which define what students are expected to learn by the end of each grade.

New for students in grades six through eight are specific literacy standards in history/social studies, science, and technical subjects for the strands of reading and writing. These literacy standards extend across the different subject-area classes. Learning also focuses on three new emphases: (1) building knowledge through content-rich informational text; (2) reading, writing, and speaking grounded in evidence from different texts, both literary and informational; and (3) engaging in group and individual reading and research activities centered on more complex texts and developing academic language.

Critical Thinking and Analysis

A focus on engaging and motivating early adolescents is critical for success, and students should be supported to explore topics of individual interest and relevance to expand their knowledge. Students analyze and comprehend more rigorous and multiple sources of literary and informational texts (books, articles, digital sources) and examine different structures of various genres, or types, of texts.

At this grade span, students become increasingly effective at expressing themselves and engage in meaningful collaborations with fellow students, teachers, and family members. Argument is introduced, and students evaluate claims in texts and write and present their own arguments, with clear reasons supported by text-based information. Analysis includes not only what the text says explicitly but also what inferences can be drawn.

To help your student develop literacy skills:

• Set an example—let your child see you read, read to your student, and ask your student to read to you. Build on your student’s interests and provide a variety of reading materials, including books, magazines, newspapers, and poetry. Create a comfortable space for reading and writing.
• Discuss current issues or topics; ask open-ended questions about what your student thinks and the reasons why. Develop shared areas of interest to experience and investigate, such as movies, songs, books, sports, or art.

Comprehending Informational Text

Students not only engage in careful analysis of texts in English language arts but in other subject-matter classes as well, such as history/social studies, science, mathematics, arts, health, and physical education. This table shows some of the skills in the Reading Standards for Informational Text that students learn by the end of each grade. 

Grade	Examples of Making Meaning with Text
6	Students analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
7	Students analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
8	Students analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

 

Research, Writing and Technology

Technology plays an important role in supporting students to gain knowledge, engage in research, and present information. They use the Internet to produce and publish writing as well as to interact with others, are able to link to and cite sources, and have developed keyboard skills to type numerous pages. In addition, students in grades 6–8 use multiple print and digital sources to:

• quote or paraphrase conclusions of others (while avoiding plagiarism);
• assess the credibility of each source;
• conduct short research projects to answer a question or to support analysis and reflection on a topic;
• include graphics, images, music, sound,
  and visual displays to help clarify information
  in presentations.

Developing Language Skills

For students to express themselves, it is important they understand the beauty of language—how to choose words wisely, the impact of a well-crafted sentence, and how punctuation affects the pace of a written piece. Students continue to build and demonstrate effective use of grammar, punctuation, capitalization, and spelling in writing or speaking. In addition, students build their understanding of figurative language using a range of strategies listed in the table below.

Grade	Increasing Effective Expression
6	Students interpret figures of speech (e.g., personification) in context.
7	Students interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
8	Students interpret figures of speech (e.g., verbal irony, puns) in context.

What Your Student Will Learn

Students will engage in new and challenging literacy experiences as they develop skills and knowledge under the California Common Core State Standards for English Language Arts/Literacy. The standards are organized around four strands—Reading, Writing, Speaking and Listening, and Language—which define what students are expected to learn by the end of each grade span (e.g., 9–10 and 11–12).

Introduced to students in grades six through eight, and further developed in grades nine through twelve, are specific literacy standards in history/social studies, science, and technical subjects for the strands of reading and writing. These literacy standards extend across the different subject-area classes. Learning focuses on three new emphases: (1) building knowledge through content-rich informational text; (2) reading, writing, and speaking grounded in evidence from different texts, both literary and informational; and (3) engaging in group and individual reading and research activities centered on more complex texts and developing academic language and discipline-specific vocabulary

College- and Career-Ready Students

A focus on engaging and motivating teens is critical for success as these emerging adults prepare for college and careers. Students are supported to explore literature, informational text, and topics of individual interest and relevance to expand their knowledge, connect to their peers and cultures, and develop their individual identities. The standards continue to build higher, more sophisticated expectations for students as they work toward college and career readiness by the end of grade twelve.

Students ready for college, careers, and civic life demonstrate the following capabilities as literate individuals. They (1) demonstrate independence; (2) build strong content knowledge; (3) respond to the varying demands of audience, task, purpose, and discipline; (4) comprehend as well as critique; (5) value evidence; (6) use technology and digital media strategically and capably; and (7) come to understand the perspectives of others. In preparation for today’s global society, they are encouraged to be broadly literate—reading, watching, and listening for pleasure, information, and inspiration and communicating knowledgeably, powerfully, and responsively

To help your student become broadly literate:

• Encourage reading everywhere about anything of interest. Share your favorite classic books or a newsworthy article; visit libraries and local book stores for a variety of books, genres, and text types (newspapers, magazines, journals). Model and support daily journal writing.
• Discuss current issues or topics, asking open-ended questions about what your student thinks and the reasons why. Talk about what your student is learning and plans for the future. Develop shared areas of interest to experience and investigate, such as movies, songs, books, sports, or art.

Reading and Writing Across Content Areas

High school students are expected to analyze, evaluate, and address multiple authors, sources, motivations, representations, perspectives, themes and ideas, and interpretations as they read, write, speak, and listen. These same literary expectations cut across all subject areas as students participate in cross-disciplinary explorations and research projects. The examples below illustrate the reciprocal relationship between English/literacy skills and other content standards. 

Content Area	Examples of Disciplinary Literacy
Career Technical Education, Energy, Environment, and Utilities	Students compare and contrast environmental laws and regulations that may have a positive or negative impact on the environment and the economy.
History/Social Studies	Students describe the emergence of Romanticism in art and literature, social criticism, and the move away from Classicism in Europe.
Music	Students explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts.

 

Developing Language Skills

For students to express themselves, it is important they understand the beauty of language—how to choose words wisely, the impact of a well-crafted sentence, and how punctuation affects the pace of a written piece. Students demonstrate command of the conventions of English and apply that knowledge to make effective choices for meaning or style appropriate to that discipline, including varying sentences and syntax. In addition, they build understanding of figurative language, word relationships, and nuances in word meanings. Students:

• interpret figures of speech (e.g., euphemism and oxymoron in grades 9–10, hyperbole and paradox in grades 11–12) in context and analyze their role in the text;
• analyze nuances in the meaning of words with similar denotations (definitions).

Writing Effective Arguments

The development of effective communication skills is essential, including writing, presenting, discussion, and language skills. Writing effective arguments to support claims is crucially important to prepare students for college and careers. Examples of skills developed in grades 9–12 are listed below.

Grades	Improving Written Communication
9-10	Students develop claims and counterclaims fairly, supplying evidence for each while pointing out strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concern.
11-12	Students use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

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For more information on the CA ELD Standards and ideas for helping your student succeed, check out these resources:

• The California English Language Development Standards are available online at http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf.
• The English Language Development Standards Resources Web page is located at http://www.cde.ca.gov/sp/el/er/eldstandards.asp.
• The ELA/ELD Framework for California Public Schools is available online at http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp.
• The California Common Core State Standards for ELA/Literacy are available online at http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.
• Common Core State Standards in Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Spanish Language Version are available online at https://commoncore-espanol.sdcoe.net/CCSS-en-Espanol/SLA-Literacy. 

In 2012, California adopted new ELD Standards. These standards promote the essential English language skills needed to do well in school. They clearly describe the progression of language knowledge, skills, and abilities that English learners (ELs) need in order to participate and succeed across all academic content areas. Teachers are using these standards to make sure ELs meet academic expectations at each grade level.

The Purpose of the Three Levels in the “ELD Proficiency Level Continuum”

The CA ELD Standards define three proficiency levels—Emerging, Expanding, and Bridging*—to describe the stages of English language development through which ELs are expected to progress as they improve their abilities in listening, speaking, reading, and writing English. Importantly, the language skills described in all three proficiency levels support ELs as they learn English language arts and develop literacy in history–social science, mathematics, science, and other school subjects.

The “ELD Proficiency Level Continuum” chart shows how ELs progress as they become fluent in English. Each proficiency level includes descriptions of the knowledge, skills, and abilities of English as a new language and of the “entry” and “exit” stages of the proficiency level. Teachers use this valuable information to choose appropriate learning supports, inform instructional decisions, keep track of academic progress, and reclassify EL students.** All schools in California will be using a test aligned to these standards to help determine when ELs are fluent in English, which means they no longer need specialized ELD instruction.

* The previous standards identified five levels of proficiency for ELs.
** Proficiency in English is one criteria identified in Education Code 313 for ELs to be reclassified as fluent-English-proficient.

To help your student make progress in learning English:

• Keep speaking your first language with your child. All the words children learn in their first language will be useful when they are learning English.
• Tell your child stories you were told in your childhood, or read to your child in your first language—or in English.
• Encourage your child to read. Make regular visits to the library to keep reading material available at home. Independent reading is a great way to learn new vocabulary.

ELD Proficiency Level Continuum

1. Emerging: Students at this level typically progress very quickly, learn to use English for immediate needs, and begin to understand and use academic language for the grade level, with substantial language support provided.
2. Expanding: Students at this level use their growing language skills in more advanced ways that are appropriate to their age and grade level, with moderate language support provided.
3. Bridging: Students at this level can independently use a variety of high-level English language skills and fully participate in grade-level academic activities in all content areas, with light language support provided.

Expectations of English Learners—and of Teachers

The CA ELD Standards are organized into three parts. The first two describe specific expectations of ELs as they build on existing language skills and knowledge and progress toward full engagement with grade-level material in all content areas. The third part guides teachers to support students who may need basic reading and writing instruction.

Part I: Interacting in Meaningful Ways.

English learners participate in meaningful and intellectually challenging tasks in three ways:

1. Collaboratively, by communicating with others about social and academic topics
2. Interpretively, by understanding written and spoken information
3. Productively, by writing or presenting to explain ideas and information

Part II: Learning About How English Works.

English learners comprehend and produce academic texts in various content areas. English learners use language to create organized texts, expand and enrich ideas, and connect and condense ideas.

Part III: Using Foundational Literacy Skills.

This section emphasizes how all teachers play a crucial role in developing the literacy of ELs. English learners at all grades require specialized instruction to learn foundational literacy skills, based on their age, previous literacy, and educational experiences. For ELs new to California schools in grades six through twelve, teachers also need to provide learning activities and materials to help students achieve all language skills, including literacy in English, as quickly as possible.

Goals of the CA ELD Standards

The CA ELD Standards align with the expectations for achieving college and career readiness described in the CA CCSS for ELA/Literacy. At all grade and proficiency levels, ELs must have full access to high-quality English language arts, mathematics, science, and social science content (as well as other subjects), at the same time that they are increasing their English language proficiency.

The CA ELD Standards support this dual effort by providing standards

• essential for language development and academic success;
• with clear connections to curriculum and assessments;
• aligned with the expectations of the CA CCSS for ELA/Literacy.

You can view/download the original file here. If you wish to read its text through this webpage, click the Full Text tab.

Content

The California curriculum framework incorporates new scholarship and recent state mandates such as the Fair, Accurate, Inclusive, and Respectful (FAIR) Act. The course descriptions for kindergarten through grade five have been completely rewritten to tell a story that reflects the contributions of many diverse groups to the development of California and the United States.

Inquiry

This framework is rooted in a strong emphasis on student inquiry. The goal is not just to tell students about history–social science but to teach them the skills to do history–social science. The framework calls upon students to conduct research (both guided and independent), evaluate primary and secondary sources, develop arguments, and make presentations.

Literacy

The framework views the development of student literacy as a shared enterprise, not something that is just limited to the language arts classroom. The curriculum includes an emphasis on giving all students access to the academic vocabulary and skills necessary for success in college, careers, and civic life.

Citizenship

The history–social science curriculum places a strong emphasis on democratic values in the relations between citizens and the state. It encourages teachers to help their students practice the skills of engaged citizenship.

The Role of a Framework

The role of a curriculum framework is to provide guidance to teachers and administrators. While some of the content in the current framework is mandated by state law, the majority of decisions that affect classroom instruction are made at the local level by the school and district administrators and the governing board of the school district.

You can find more information about the framework on the California Department of Education History–Social Science Curriculum Frameworks Web page at https://www.cde.ca.gov/ci/hs/cf/.

The California History–Social Science Content Standards for California Public Schools can be viewed and downloaded at https://www.cde.ca.gov/be/st/ss/.

Early Elementary (K-3)

The early elementary grades have a common theme, focusing on basic concepts of citizenship, geography, and economics. Students study key American symbols and heroes through grade-appropriate literature, songs, and images. The framework includes many suggestions for resources that teachers can use to teach the content standards for these grades, such as the books Dear Juno by Soyung Pak and The Boy with Long Hair by Pushpinder Singh.

The framework includes more than 30 classroom examples. As part of the framework’s emphasis on literacy development, these sample lessons include correlations to the California history–social science standards, the California Common Core language arts and literacy standards, and the California English language development standards. The classroom examples for the early elementary grades are:

• Kindergarten: Being a Good Citizen
• Grade One: Schools in the Past and Today
• Grade Two: Heroes Making a Difference
• Grade Three: Classroom Constitution

Students should leave the early elementary grades with the knowledge and skills needed for success in the later grades.

Grade Four

Grades four and five move away from the thematic approach of the early elementary grades into a more narrative look at the histories of California and the colonial United States, respectively. One of the unifying themes of this grade level is the story of the many diverse peoples who came to California both before and after it became a part of the United States.

The framework uses guiding questions at each grade level to direct instruction toward student investigation and research, allow students to explore topics in depth, and to answer important questions for themselves. These guiding questions are part of the inquiry-based approach of this framework. Some of the guiding questions from grade four include:

• Why did different groups of people decide to settle in California?
• How do climate and geography vary throughout the state? How do these features affect how people live?
• How did the region become a state, and how did the state grow?
• How do ordinary Californians know about their rights and responsibilities in the state and their community?

Grade Five

In grade five, students study the history of colonial America, the American Revolution, and the development of the new nation until 1850. This grade level includes a strong focus on the founding documents of the United States, including the Declaration of Independence and the Constitution.

The framework places a great deal of emphasis on students learning through exposure to primary sources, studying history through the words of the people who lived it. The grade five course description includes the following passage:

Wherever possible, the past should be explored through the eyes of women, men, and children from a variety of historical groups. Viewing the past from the perspectives of those that lived it is best done through a variety of primary sources. Throughout the year students should be introduced to sources presented in different formats. They should begin to understand that people in the past had different perspectives, and that one goal of learning history is to understand why people in the past lived the way they lived.

It is also intended for students to begin to understand why the current world is structured the way it is. The grade five course description includes classroom examples that focus on the reasons for the American Revolution and interpreting the Preamble to the Constitution.

Grade Six

In the middle grades, students study a wide range of history from ancient civilizations to the early history of the United States. These grades include challenging topics like religion, slavery, war, and human oppression. But those topics are also necessary for understanding the world that we live in today.

The framework places a great deal of emphasis on students learning through exposure to primary sources, studying history through the words of the people who lived it. The grade six course description suggests lesson activities that have students use a wide diversity of sources, such as Hammurabi’s Code, selections from the Torah, the writings of Greek historians and playwrights, the Analects of Confucius and Ban Zhao’s Admonitions for Women, the Vedas and the Ramayana, writings on Roman law and citizenship, and works of art and literature from around the world.

Grade Seven

The seventh grade course in the framework focuses on medieval and early modern world history. The chapter provides students with opportunities to study the rise and fall of empires, the diffusion of religions and languages, and significant movements of people, ideas, and products. Although societies were quite distinct from one another, there were more exchanges of people, products, and ideas with every passing century. The focus is on questions that get at those larger geographical, historical, economic, and civic patterns. To answer these questions, students study content-rich examples and case studies rather than surveying topics superficially.

The framework includes more than 30 classroom examples. As part of the framework’s emphasis on literacy development, these sample lessons include correlations to the California history–social science standards, the California Common Core language arts and literacy standards, and the California English language development standards. Grade seven includes the following classroom examples:

• The Roman Empire
• Quanzhou, Site of Encounter
• The Spanish Conquest of Mexico

Grade Eight

The eighth grade chapter focuses on U.S. history from the founding of the American Republic through the end of the nineteenth century. Throughout this course, students will confront the themes of freedom, equality, and liberty and their changing definitions over time. This course will also explore the geography of place, movement, and region, starting with the Atlantic Seaboard and then exploring American westward expansion and economic development, the Civil War and Reconstruction, and finally, industrialization.

The framework uses guiding questions at each grade level to direct instruction toward student investigation and research, allow students to explore topics in depth, and to answer important questions for themselves. These guiding questions are part of the inquiry-based approach of this framework. Some of the guiding questions from grade eight include:

• Why was there an American Revolution?
• How much power should the federal government have, and what should it do?
• Was the Louisiana Purchase Constitutional?
• What did freedom mean, and how did it change over time?
• Why do periods of reform arise at certain historical moments?

Grade Nine

Grade nine is an elective year in the California curriculum. Local districts decide whether to offer history–social science electives and which courses to offer. The framework recommends 12 elective courses, including:

• World and Regional Geography
• Modern California
• Survey of World Religions
• Women in United States History
• Ethnic Studies
• Financial Literacy

Grade Ten

In grade ten, students study world history and geography from the late eighteenth century to the present. The narrative course description highlights examples from around the world, including diverse topics such as industrialization, colonialism, the causes and effects of the world wars, revolutions, and globalization.

The framework uses guiding questions at each grade level to direct instruction toward student investigation and research, allow students to explore topics in depth, and to answer important questions for themselves. These guiding questions are part of the inquiry-based approach of this framework. Some of the guiding questions from grade ten include:

• How is national identity constructed?
• Why was the modern period defined by global conflict and cooperation, economic growth and collapse, and global independence and connection?
• What was totalitarianism, and how was it implemented in similar and different ways in Japan, Germany, Italy, and the Soviet Union?
• How has globalization affected people, nations, and capital?

Grade Eleven

In this grade, students study modern American history. This course includes an emphasis on the contributions of many diverse groups of people to the story of America, including ethnic, cultural, and religious minorities; lesbian, gay, bisexual, and transgender individuals; and the disabled.

The framework includes more than 30 classroom examples. As part of the framework’s emphasis on literacy development, these sample lessons include correlations to the California history–social science standards, the California Common Core language arts and literacy standards, and the California English language development standards. Grade eleven includes the following classroom examples:

• Working Children
• The Harlem Renaissance
• Containing Communism at Home, a Museum Exhibit
• The Vietnam War

Grade Twelve

Grade twelve includes two semester-long courses that are both required for graduation from high school: Principles of American Democracy and Principles of Economics.

Principles of American Democracy addresses how government works, with an emphasis on the United States and how its system contrasts with other kinds of government. The goal of the course is to prepare students for becoming informed and engaged participants in civic life.

Principles of Economics includes not only classic micro- and macroeconomic concepts but also a discussion of the impact the government has on the economy, the effects of globalization, and the importance of financial literacy.

You can either click the tabs to view the all of the text directly on this webpage, or use these links to view/download the original flyers: K-2 , 3-5 , 6-8 , 9-12.

For more information on the California Common Core State Standards for Mathematics and ideas for helping your student succeed, check out these resources:

• The Common Core Resources Web page is online at http://www.cde.ca.gov/re/cc/. Start by clicking on the Students/Parents tab.
• The California Common Core State Standards for Mathematics are available online at http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf.
• The Mathematics Framework for California Public Schools is available online at http://www.cde.ca.gov/ci/ma/cf/index.asp.
• Mathematics instruction in Transitional Kindergarten is based on the California Preschool Learning Foundations, which are available online at http://www.cde.ca.gov/sp/cd/re/psfoundations.asp.

What Your Student Will Learn

The California Common Core State Standards for Mathematics are based on three major principles: focus, coherence, and rigor. There are two types of standards—the Standards for Mathematical Practice and Standards for Mathematical Content—that together define the mathematics students need to understand, know, and be able to do at each grade level.

Grade-Level Focus

With the emphasis on students understanding mathematical concepts and achieving deeper learning, teachers will teach mathematics differently than in the past. Students will learn to “do math” through real-world situations and focus on fewer topics that are connected in a coherent progression within and across grade levels.

In kindergarten through grade two, student learning focuses on the concepts and skills for addition and subtraction with a special emphasis on place value. They will learn different strategies for addition and subtraction and apply them to solving a variety of problems. Students will develop conceptual understandings about addition and subtraction that form the building blocks for later grades. They will be able to explain why a procedure works and why an answer is correct.

Fluency Expectations

Students will also learn to calculate quickly and accurately. This table shows some of the skills students are expected to develop by the end of each grade, which are part of the Standards for Mathematical Content.

Grade	Examples of Fluency Expectations
K	Fluently add and subtract within 5
1	Fluently add and subtract within 10
2	Know from memory all sums of two one-digit numbers Add/subtract within 100 (using strategies)

 

To help your student learn mathematics:

• Talk with your student about the mathematics you use every day (counting to tell how many things there are, cooking, making decisions, planning a schedule).
• Talk with the teacher about the problem-solving strategies students are learning, and help your student practice them at home.

Thinking Like a Mathematician

The Standards for Mathematical Practice (MP) help students learn to think like mathematicians—to apply mathematics to solve real-world problems, be resourceful, reason about numbers, and explain and defend their answers. When students apply MP.5, they use math drawings and other tools to solve problems and better understand how mathematics works, as shown in the table and the example problems that follow.

Grade	Examples of MP.5: Use appropriate tools strategically.
K	Students use objects (counters, connecting cubes, tiles) to represent two quantities and compare them.
1	Students may use math drawings to support conceptual understanding as they solve addition and subtraction problems.
2	Students may decide to solve a word problem using a math drawing instead of writing an equation. They use the drawing to help explain their answer.

 

Example Problems

Full images can be viewed in the original files in the Downloadable Documents tab.

1. A kindergarten student might use tiles to determine if there are more triangles or squares.
   
   Student says: "I lined up 1 square with 1 triangle. Since there is 1 extra triangle, there are more triangles than squares.”
    
2. Here is a drawing a first-grade student could use to solve a problem. In this example, rather than drawing the actual objects (balls), the student uses the numbers in the problem (3 + x = 9) to represent the quantities.
   
   Abel has 9 balls. Susan has 3 balls. How many more balls does Abel have than Susan?
    
3. Students will be asked to explain their answers.
   
   Here is an example of a second grader’s explanation of how to use place value understanding (groups of tens and ones) to solve an addition problem.
   
   There are 36 birds in the park. Suddenly, 25 more birds arrive. How many birds are there now?
   
   Student says: “I used a math drawing and made a pile of 36 and a pile of 25. Altogether, I had 5 tens and 11 ones. 11 ones is the same as one ten and one left over. So, I really had 6 tens and 1 one. That makes 61.”

What Your Student Will Learn

The California Common Core State Standards for Mathematics are based on three major principles: focus, coherence, and rigor. There are two types of standards—the Standards for Mathematical Practice and Standards for Mathematical Content—that together define the mathematics students need to understand, know, and be able to do at each grade level.

Grade-Level Focus

With the emphasis on students understanding mathematical concepts and achieving deeper learning, teachers will teach mathematics differently than in the past. Students will learn to “do math” through real-world situations and focus on fewer topics that are connected in a coherent progression within and across grade levels.

In grades three through five, student learning focuses on the concepts and skills for multiplication and division of whole numbers and understanding fractions. They will learn strategies for using multiplication and division to solve problems. Students will also learn to add, subtract, multiply, and divide fractions using various strategies. They will be able to explain why a procedure works and why an answer is correct.

Fluency Expectations

Students will also learn to calculate quickly and accurately. This table shows some of the skills students are expected to develop by the end of each grade, which are part of the Standards for Mathematical Content.

Grade	Examples of Fluency Expectations
3	Fluently multiply and divide within 100 (using strategies) Know from memory all products of two one-digit numbers
4	Fluently add and subtract multi-digit whole numbers up to 1,000,000 using the standard algorithm
5	Fluently multiply multi-digit numbers using the standard algorithm

 

To help your student learn mathematics:

• Talk with your student about the mathematics you use every day (using measuring cups, making decisions, planning a schedule).
• Talk with the teacher about the problem-solving strategies students are learning, and help your student practice them at home.

Thinking Like a Mathematician

The Standards for Mathematical Practice (MP) help students learn to think like mathematicians—to apply mathematics to solve real-world problems, be resourceful, reason about numbers, and explain and defend their answers. When students apply MP.4, they use models to solve problems and better understand how mathematics works, as shown in the table and the example problems that follow.

Grade	Examples of MP.4: Model with mathematics.
3	Students use a variety of models (e.g., circles, squares, rectangles, number lines) to represent and develop understanding of fractions.
4	Students experiment with representing problem situations in multiple ways, including writing numbers; creating math drawings; using objects; writing equations; and making a chart, list, or graph.
5	Students evaluate the utility of the models they see and draw and can determine which models are most useful and efficient for solving a problem.

 

Example Problems

Full images can be viewed in the original files in the Downloadable Documents tab.

1. Students can use number lines and fraction models to represent and solve problems with fractions. Number lines help students develop a deeper understanding of fractions.
    
2. Here is an example of a tape diagram that a fourth-grade student might use to represent and then solve a multiplication problem.
   
   Kiara sold 45 tickets to the school play, which is 3 times as many as Tomás sold. How many tickets did Tomás sell?
    
3. Students draw models to help them solve problems efficiently and to explain their answers. A fifth-grade student might use a drawing like the one below to solve and explain the answer to a subtraction problem with a decimal number.
   
   Solve 4 − 0.3. Explain how you found your solution.
   
   Student says: “Since I’m subtracting 3 tenths from 4 wholes, it would help to divide one of the wholes into tenths. The other 3 wholes don’t need to be divided up. I can see there are 3 wholes and 7 tenths left over, or 3.7.”

What Your Student Will Learn

The California Common Core State Standards for Mathematics are based on three major principles: focus, coherence, and rigor. There are two types of standards—the Standards for Mathematical Practice and Standards for Mathematical Content—that together define the mathematics students need to understand, know, and be able to do at each grade level.

Grade-Level Focus

With the emphasis on students understanding mathematical concepts and achieving deeper learning, teachers will teach mathematics differently than in the past. Students will learn to “do math” through real-world situations and focus on fewer topics that are connected in a coherent progression within and across grade levels.

In grades six through eight, students move from arithmetic to algebra. Learning focuses on ratio and proportional reasoning applied to real-world problems and quantitative relationships, leading to the notion of functions by grade eight. By the end of grade six, students are expected to be fluent with multi-digit division and calculations with multi-digit decimals. By the end of grade eight, students are expected to be fluent with calculations with positive and negative fractions and decimal numbers.

Grade	Major Focus for Instruction and Learning in Grades 6–8
6	Ratios and proportional relationships; early expressions and equations
7	Ratios and proportional relationships; arithmetic of rational numbers
8	Linear algebra and linear functions

 

To help your student learn mathematics:

• Talk with your student about the mathematics you use every day (computing gas mileage, the cost of an item after the sales tax is added, or the amount of a tip; mixing solutions such as paint or juice).
• Talk with the teacher about the problem-solving strategies students are learning, and help your student apply them to real-world situations.

Thinking Like a Mathematician

The Standards for Mathematical Practice (MP) help students learn to think like mathematicians—to apply mathematics to solve real-world problems, be resourceful, reason about numbers, and explain and defend their solutions and the strategies used to find the solution. When students apply MP.7, they look for patterns and structures to help them solve problems.

Grade	Examples of MP.7: Look for and make use of structure.
6	Students notice patterns that exist in ratio tables, recognizing both the additive and multiplicative properties.
7	Students routinely seek patterns or structures to model or solve problems.
8	Students examine patterns in tables and graphs to generate equations and describe relationships.

 

Example Problems

Full images can be viewed in the original files in the Downloadable Documents tab.

1. Students in sixth grade might use the information in the following table to find the number of yards that equals 24 feet. They can notice that 24 feet = 4 × (6 feet), so the answer is 4 × (2 yards) = 8 yards.

   Feet	3	6	9	15	24
   Yards	1	2	3	4	?

    

2. In grade seven, students can look for patterns in a table like the one below as they learn how to multiply negative numbers and come to understand that (-1)(-1) = 1. Reasoning about the pattern helps students determine that the missing numbers in the table should be 5, 10, 15, and 20. 
    
3. Grade-eight students use reasoning about patterns to explore the properties of exponents as they fill in the blanks in the table below and discuss with classmates the patterns they find. Students can reason about why the value of 20 should be 1, based on patterns they may see—for example, in the bottom row of the table, each value is ½ of the value to the left of it. 

What Your Student Will Learn

The California Common Core State Standards for Mathematics are based on three major principles: focus, coherence, and rigor. There are two types of standards—the Standards for Mathematical Practice and Standards for Mathematical Content—that together define the mathematics students need to understand, know, and be able to do at each grade level.

Course Options

With the emphasis on students understanding mathematical concepts and achieving deeper learning, teachers will teach mathematics differently than in the past. Students will learn to “do math” through real-world situations and focus on fewer, more connected topics presented in a coherent progression that leads to readiness for college, careers, and civic life.

The higher mathematics standards are organized into model courses from two pathways that over three courses cover all the same standards but in a slightly different order. The model courses in the integrated pathway are Mathematics I, II, and III; the model courses in the traditional pathway are Algebra I, Geometry, and Algebra II. Generally, students take these higher mathematics courses in grades 9–12, though some students begin taking them in middle school.

In addition, there are four advanced courses: Precalculus, Statistics and Probability, Calculus, and Advanced Placement Probability and Statistics. Local school districts determine which courses to offer their students.

To help your student learn mathematics:

• Talk with your student about the mathematics you use every day (computing gas mileage or the cost of an item after the sales tax is added, calculating the interest paid on a credit card bill, comparing the costs of cell phone plans).
• Discuss with your student how mathematics is used to develop possible solutions to real-world issues.

Thinking Like a Mathematician

The Standards for Mathematical Practice (MP) help students learn to think like mathematicians—to reason quantitatively, use technology and other tools strategically, identify patterns that help them solve problems, and explain and defend both their answers and the reasoning they used to find them. Modeling with mathematics, MP.4, is emphasized in higher mathematics courses as students use mathematical tools and methods to ask and answer questions about real-world situations.

Example of Modeling and Functions

Full images can be viewed in the original files in the Downloadable Documents tab.

Students apply functional reasoning to model real-world situations, such as investigating rates of change and patterns of growth. This example from Mathematics I and Algebra I illustrates the type of problems related to patterns of growth that students may face after they have worked with basic exponential functions...

Example of Geometric Transformations

Geometric transformations are given a more prominent role in the geometry curriculum than in the past. Students in either Mathematics I or Geometry will use informal proofs, such as the one presented here, to explain geometric concepts.

Example of Statistics and Probability

Statistics and probability is another important topic in higher mathematics and one that students can apply to real-world situations. For example, students in Mathematics II or Geometry explore probabilities and are able to draw on their knowledge to answer questions such as whether being a passenger in first class increased the chances of surviving the sinking of the RMS Titanic. 

For more information on the CA NGSS and ideas for helping your student succeed, check out these resources:

• The California Next Generation Science Standards Web page is online at https://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp.
• The 2016 Science Framework for California Public Schools is available online at https://www.cde.ca.gov/ci/sc/cf/.
• The Exploratorium is a hands-on museum in San Francisco. Its Web site at http://www.exploratorium.edu/explore includes engaging activities, videos, and links to topics such as Astronomy and Space Exploration, Food and Cooking, and Engineering and Tinkering.

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The goal of the California Next Generation Science Standards (CA NGSS) is to prepare California students to be informed citizens and future scientists. Students build science mastery through repeated learning experiences centered around everyday events in nature and their lives (“phenomena”). Focusing instruction around these observable phenomena allows students to understand how their world works and gives them the tools to solve problems they identify in it. Students shift from learning facts about science to actually engaging in the practices of science. They learn how to be scientists!

The CA NGSS divide science into four disciplines: life science, Earth and space science, physical science, and engineering. Students investigate phenomena from all four disciplines every year in elementary school.

The Three Dimensions of the CA NGSS

Dimension 1: Science and Engineering Practices (SEPs)

What scientists and engineers do. SEPs are skills and behaviors they use to answer a question or solve a problem.

Dimension 2: Disciplinary Core Ideas

What scientists and engineers know. These fundamental ideas are organized into four disciplines: life science; physical science; Earth and space science; and engineering, technology, and applications of science.

Dimension 3: Crosscutting Concepts

How scientists and engineers think. Understanding these common threads that tie together the four disciplines of science helps students deepen their understanding of core ideas and allows them to implement the practices more effectively.

Combining the Three Dimensions

The CA NGSS define performance expectations (PEs) about what students should know and be able to demonstrate by the end of the school year. These PEs require students to use all three of the dimensions together.

Engineering, Technology and Applications to Society

This brochure highlights these embedded engineering connections with an asterisk (*) in the grade level highlights below.

Kindergarten

Life Science

What do plants and animals need to survive? Students discover patterns in their observations about living things and where they live. They collect evidence that living things depend upon and can change their environment. Students communicate ideas about how they can reduce their impact on the planet.*

Earth and Space Science

How does the weather change? Students share observations of their local weather. They learn how weather forecasting helps people prepare for and respond to severe weather.*

Physical Science

What causes objects to move? Students investigate the difference between pushing and pulling an object. They also design a solution to change the motion of an object with a push or pull.*

Grade 1

Life Science

Why do plants and animals look the way they do? Students make observations of how an organism is similar to its parent but not an exact copy. They design solutions to schoolyard problems by using structures that mimic plant or animal parts.*

Earth and Space Science

What patterns can we observe by watching the Sun, Moon, and stars? Students observe these objects’ predictable patterns and analyze the length of daylight at different times of year.

Physical Science

How do sound and light enable us to see and hear? Students plan and conduct experiments to examine vibration, sound, light, and the interaction between light and objects. They determine the effect when they place materials in the path of a beam of light. They also build a device that uses light or sound to communicate over a long distance.*

Grade 2

Life Science

How do plants survive and thrive? Students conduct investigations to determine what plants need in order to grow, examine seed dispersal and pollination of plants, and make observations of the diversity of life in different habitats.

Earth and Space Science

What shapes can we observe in Earth’s natural landscapes? Students obtain information about where water exists on Earth and develop ways to represent the shapes and types of landforms and water features. They design solutions to prevent wind or water from changing the shape of the land.*

Physical Science

Which materials should we use to build different objects? Students test different materials and classify them by their observable properties. They make observations and describe how an object can be broken apart into smaller pieces and reassembled to create a new object.* They examine how materials change when heated or cooled, determining that some changes can be reversed and some cannot.

To help your student learn science:

• Talk with your student about the science you use and encounter every day.
• Observe plants and animals near your home, and ask how they are alike.
• Visit museums and hands-on science centers, plant a garden, and observe phenomena in your community. Participate in a creek, trail, or beach cleanup. Recycle at home and support your local electronic waste recycling.
• Talk with the teacher about the different phenomena your child will explore, and ask how you can support your student in engaging in the science and engineering practices at home.

Engineering, Technology and Applications to Society

This brochure highlights these embedded engineering connections with an asterisk (*) in the grade level highlights below.

Grade 3

Life Science

What do plants and animals need to survive? Students collect evidence that forming groups and having lifecycle stages helps living things meet their needs.

How do living things depend on their environment? Students explain how certain traits allow organisms to survive in specific habitats but not in others. They analyze data about how traits are passed from parents to their offspring.

What happens to living things when their environment changes? Students evaluate different solutions to environmental problems and explore how these problems affect organisms.*

Earth and Space Science

How do we describe the weather? Students research climates in different regions of the world. They use data to describe local weather conditions and notice how those conditions change.

Students identify weather-related hazards and engineer solutions to reduce their impact.*

Physical Science

What affects the motion of an object? Students plan and conduct investigations about how objects move when they are pushed or pulled in different ways. They measure how objects move and recognize patterns to predict future movement. They ask questions about what causes magnetic or electrically charged objects to move when they interact with one another. They use their understanding of magnets to engineer solutions to an everyday problem.*

Grade 4

Life Science

How does the structure of different body parts help creatures survive, grow, and reproduce? Students make a claim about how each structure has a specific function. Students develop models of how animals use their sense organs.

Earth and Space Science

How do different landscapes on Earth form and change? Students analyze and interpret maps of landscapes. They gather evidence from rock layers that wind, water, and living things sculpt and reshape the landscape.

Physical Science

How does energy affect the physical world? Students provide evidence that energy can be transferred from place to place by moving objects, sound, light, heat, or electricity.

How does energy affect the human world? Students develop a model of how light energy allows a person to see. They engineer different techniques to transfer information using patterns that can be transmitted using energy such as light or sound.*

Grade 5

Life Science

How do organisms depend on one another? Students develop a model to describe “what eats what” and traces the flow of energy ultimately back to the Sun.

Earth and Space Science

What patterns can we observe by watching the Sun, Moon, and stars? Students analyze data from different seasons to reveal patterns. How do people protect Earth’s resources and environment? Students develop a model of how different parts of Earth’s system interact, including the life, water, air, and solid Earth. They communicate strategies for protecting their planet and reducing human impacts on these different systems.*

Physical Science

What causes materials to have different properties? Students identify materials based on their properties and conduct investigations to determine whether the mixing of two or more substances results in a new substance. They begin to explain these properties and behaviors using a model of matter made up of particles too small to be seen.

To help your student learn science:

• Talk with your student about the science you use and encounter every day.
• Observe and talk together about the weather, the phases of the moon, or how household gadgets work.
• Visit museums and hands-on science centers, plant a garden, and observe phenomena in your community. Participate in a creek, trail, or beach cleanup. Recycle at home and support your local electronic waste recycling.
• Talk with the teacher about the different phenomena your child will explore, and ask how you can support your student in engaging in the science and engineering practices at home.

The Science Framework for California Public Schools presents two course models for implementing instruction to meet the CA NGSS in the middle grades. Both models address the exact same standards but in a different combination and sequence. Local districts determine which course model to offer based on their local needs and resources. The models differ in the way that they treat the four disciplines of science (life science, Earth and space science, physical science, and engineering):

• The Preferred Integrated Model integrates (combines) all four disciplines of science into each grade-level course as students focus on the content they need to understand real-world phenomena. The simplest content from each discipline appears in grade six, and students build on that foundation in subsequent years.
• The Discipline Specific Model allows students to go in depth within one discipline each year. Students learn Earth and space science in grade six, life science in grade seven, and physical science in grade eight.

In both course models, every grade challenges students to apply science to real-life situations and incorporate engineering and technology. Following are some examples of the content and skills students will learn.

Grade 6

• Students act as hydrologists who develop a model showing how different energy sources cause water to cycle through Earth’s systems.
• Students act as environmental engineers who design solutions to minimize human impact on the environment.
• Students act as meteorologists who collect data showing how the weather changes when air masses move and interact.
• Students act as climate scientists who ask questions about the factors affecting global warming.

Grade 7

• Students act as biochemists who develop a model for how cells rearrange food into new molecules that enable living things to survive and grow.
• Students act as ecologists who develop a model of how energy and matter cycle between living and non-living parts of the Earth system.
• Students act as informed citizens who evaluate different designs based on how well they protect the environment and meet economic and social needs.

Grade 8

• Students act as physicists who ask and answer questions about the factors that affect the strength of electric and magnetic forces.
• Students act as mechanical engineers who design a device to minimize damage during a collision.
• Students act as electrical engineers who support the claim that digitized signals are more reliable than analog signals.

Engineering and Design in Science Courses

As part of their science learning, students also learn core ideas about the engineering process to solve problems. As CA NGSS engineers, they will:

• Define the criteria and constraints of a design problem, taking into account scientific principles and potential impacts on people and the natural environment.
• Develop models that allow them to iteratively test and improve their designs.
• Systematically evaluate competing design solutions.
• Analyze data from tests of several design solutions to identify the best characteristics of each that can be combined into a new, better solution. 

To help your student learn science:

• Help your student notice interesting phenomena in the world around them. Ask and seek answers together about how or why they happen.
• Visit museums and hands-on science centers together.
• Encourage your student to take part in a science fair, engineering design challenge, or robotics competition.
• Discuss with your student science-related careers and how to prepare for a career in science.

The CA NGSS for high school divide science into four disciplines: life science, Earth and space science, physical science, and engineering. The Science Framework for California Public Schools presents three course models for implementing instruction to meet the CA NGSS. Each course model presents a different sequence of instruction and thematic approach to the disciplines. Local districts determine which course sequences to offer based on their local needs and resources.

In every course model, students are challenged to apply science to real-life situations. Following are some examples of the content and skills students will learn.

CA NGSS Life Science (Biology)

• Students act as molecular biologists who explain how the structure of DNA enables specific functions of specialized cells in the body.
• Students act as ecologists who develop a model of how photosynthesis and cellular respiration in plants and animals move carbon between living and non-living components of the Earth system.
• Students act as conservation biologists who design and improve solutions to protect an ecosystem from the impacts of human activity.
• Students act as geneticists who use statistics to explain the variation of traits in populations of plants or animals.

CA NGSS Physical Science (Chemistry and Physics)

• Students act as physical chemists who use the periodic table to predict the properties of materials based on patterns in their atomic structure.
• Students act as chemical engineers who refine a chemical system so it yields more products from the same starting materials.
• Students act as mechanical engineers who apply Newton’s laws to design and refine a device that minimizes damage during a collision.
• Students act as informed citizens who evaluate the reliability of claims about the health impacts of radio waves or other forms of radiation.

CA NGSS Earth and Space Science

• Students act as stellar astronomers who develop a model of how energy produced by fusion in the Sun eventually reaches Earth.
• Students act as energy or resource managers who evaluate the costs and benefits of different solutions to extract or use energy and raw materials from the Earth.
• Students act as climate scientists who analyze data and results from climate models to forecast future changes to the Earth system.

Engineering and Design in Science Courses

As part of their science learning, students also learn core ideas about the engineering process to solve problems. As CA NGSS engineers, they will:

• Analyze a major global challenge by understanding society’s needs and the resources available to meet those needs.
• Break down complex real-world problems into smaller, more manageable problems that can be solved through engineering.
• Evaluate engineering solutions based on cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
• Use computer simulations to model the impact of different solutions.

To help your student learn science:

• Help your student notice interesting phenomena in the world around them. Ask and seek answers together about how or why they happen.
• Engage in discussions about science in the news. Ask your student to explain the impact of medical and technological advances on society.
• Encourage your student to participate in a science fair, engineering design challenge, or robotics competition.
• Discuss with your student science-related careers and how to prepare for a career in science.