# Earth's Place in the Universe

### Students who demonstrate understanding can:

#### Performance Expectations

1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.

Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

### Science and Engineering Practices

#### Developing and Using Models

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

## Planning Curriculum

### Common Core State Standards Connections

#### ELA/Literacy

• RST.11-12.1 - Cite 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-ESS1-1)

#### Mathematics

• HSA-CED.A.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-ESS1-1)
• HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-ESS1-1)
• HSA-SSE.A.1 - Interpret expressions that represent a quantity in terms of its context. (HS-ESS1-1)
• HSN-Q.A.1 - Use 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-ESS1-1)
• HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS1-1)
• HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS1-1)
• MP.2 - Reason abstractly and quantitatively. (HS-ESS1-1)
• MP.4 - Model with mathematics. (HS-ESS1-1)

## Resources & Lesson Plans

• More resources added each week!
A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
• Do you have a great resource to share with the community? Click here.
• Engineering Infusion with Waves

• Mousetrap Car Challenge

• Bungee Jumping Cord Design

• Pendulums--and the Beat Goes On

• Guitar Designs--Exploring How Music is Made

• Game On!

• Design a Speaker

• LED School Spirit

• Lights Out! Zombie Apocalypse Flashlight

• Solar Activity and Space Weather

• Each of us is made from star stuff. But how are stars formed? Take a closer look at the life cycles of stars and learn where stars come from, how they've changed, and what happens to stars when their lives come to an end. Find out about your connecti...

• The goal of this virtual lab is to explore the factors that influence the seasons on Earth.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.