HS-ESS1-2 Earth's Place in the Universe

HS-ESS1-2    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

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

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Energy and Matter

  • Energy cannot be created or destroyed–only moved between one place and another place, between objects and/or fields, or between systems.

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C ; HS.PS3.A ; HS.PS3.B ; HS.PS4.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS4.B ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-2)
HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-2)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-2)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-2)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-2)
HSA-CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-2)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-2)

HS-ESS1-2    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

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

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Energy and Matter

  • Energy cannot be created or destroyed–only moved between one place and another place, between objects and/or fields, or between systems.

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C ; HS.PS3.A ; HS.PS3.B ; HS.PS4.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS4.B ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-2)
HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-2)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-2)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-2)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-2)
HSA-CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-2)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-2)

HS-ESS1-2    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

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

         Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Energy and Matter

  • Energy cannot be created or destroyed–only moved between one place and another place, between objects and/or fields, or between systems.

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
  • Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C ; HS.PS3.A ; HS.PS3.B ; HS.PS4.A

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS4.B ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS1-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-2)
HSN-Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS1-2)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-2)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-2)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-2)
HSA-CED.A.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-2)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-2)

* 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.