HS-ESS1-4 Earth's Place in the Universe

HS-ESS1-4    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]
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

Using Mathematical and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS2.B ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-4)
MP.4Model with mathematics. (HS-ESS1-4)
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-ESS1-4)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-4)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-4)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-4)
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-ESS1-4)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-4)

HS-ESS1-4    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]
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

Using Mathematical and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS2.B ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-4)
MP.4Model with mathematics. (HS-ESS1-4)
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-ESS1-4)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-4)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-4)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-4)
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-ESS1-4)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-4)

HS-ESS1-4    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. [Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]
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

Using Mathematical and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.A ; MS.PS2.B ; MS.ESS1.A ; MS.ESS1.B

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-4)
MP.4Model with mathematics. (HS-ESS1-4)
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-ESS1-4)
HSN-Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-4)
HSN-Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-4)
HSA-SSE.A.1Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-4)
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-ESS1-4)
HSA-CED.A.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-4)

* 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.