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  • High School

    Earth's Place in the Universe

Students who demonstrate understanding can:

Performance Expectations

  1. 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. HS-ESS1-2

    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

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.

Disciplinary Core Ideas

Crosscutting Concepts

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-ESS1-2)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS1-2)

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

Model Course Mapping

First Time Visitors

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.
  •  Modeling Early Earth Climate with GEEBITT

    Students gain experience using a spreadsheet and working with others to decide how to conduct their model 'experiments' with the NASA GEEBITT (Global Equilibrium Energy Balance Interactive Tinker Toy). This activity helps students become more familia...

  •  Solar Science Ch. 3

    Solar Activity and Space Weather

  •  NASA eClips Video - Launchpad: Life Cycle of a Star

    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...

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