HS-ESS1-3    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Crosscutting Concepts

Energy and Matter

  • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-3)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-ESS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-3)

HS-ESS1-3    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Crosscutting Concepts

Energy and Matter

  • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-3)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-ESS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-3)

HS-ESS1-3    Earth's Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Crosscutting Concepts

Energy and Matter

  • In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.C

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.ESS1.A

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-3)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-ESS1-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS1-3)

* 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.

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Related Evidence Statements
HS-ESS1-3-1 Evidence Statements
Related Quality Units
High School: New Visions for Public Schools: Discovering New Worlds
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 1
High School Domains Model Course 1: Chemistry: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...