1-ESS1-1 Earth's Place in the Universe

1-ESS1-1   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ESS1.A: The Universe and its Stars

Crosscutting Concepts

Patterns

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

            Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes natural events happen today as they happened in the past.
  • Many events are repeated.

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-1)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1)

1-ESS1-1   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ESS1.A: The Universe and its Stars

Crosscutting Concepts

Patterns

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

            Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes natural events happen today as they happened in the past.
  • Many events are repeated.

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-1)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1)

1-ESS1-1   Earth's Place in the Universe

Students who demonstrate understanding can:

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ESS1.A: The Universe and its Stars

Crosscutting Concepts

Patterns

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

            Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes natural events happen today as they happened in the past.
  • Many events are repeated.

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B

Common Core State Standards Connections:
ELA /Literacy -
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-ESS1-1)
W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1)

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

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