NGSS Hub

Show Tips

Back
High School

Earth's Place in the Universe

Students who demonstrate understanding can:

Performance Expectations

Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. HS-ESS1-4
Clarification Statement and Assessment Boundary

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.

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

Using Mathematics 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.

Use mathematical or computational representations of phenomena to describe explanations. (HS-ESS1-4)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. (HS-ESS1-4)

Crosscutting Concepts

Scale, Proportion, and Quantity

Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-ESS1-4)

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (HS-ESS1-4)

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

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

Model Course Mapping

First Time Visitors

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.

Reason for the Seasons

This activity engages learners to investigate the impact of Earth's tilt and the angle of solar insolation as the reason for seasons by doing a series of hands-on activities that include scale models. Students plot the path of the Sun's apparent move...
Climate History and the Cryosphere

This teaching activity is an introduction to how ice cores from the cryosphere are used as indicators and record-keepers of climate change as well as how climate change will affect the cryosphere.
Vostok Core and Milankovic Cycles Climate Applet

An applet about the Milankovitch cycle that relates temperature over the last 400,000 years to changes in the eccentricity, precession, and orbital tilt of Earth's orbit.
Observe changes in Earth's orbit that contribute to cli ...

This animated visualization of precession, eccentricity, and obliquity is simple and straightforward and provides text explanations. It is a good starting place to show Milankovitch cycles.
Seasons Interactive

An interactive that illustrates the relationships between the axial tilt of the Earth, latitude, and temperature. Several data sets (including temperature, Sun-Earth distance, daylight hours) can be generated.
Motions of the Sun Lab

This Motions of the Sun Lab is an interactive applet from the University of Nebraska-Lincoln Astronomy Applet project.
Basic Coordinates and Seasons Lab

This interactive activity, in applet form, guides students through the motion of the sun and how they relate to seasons.
ADI E&S Lab 3

Gravity and Orbits
Summary of Gravity & Mass

The goal of this virtual lab is to allow students the opportunity to explore the factors that influence an object’s weight, primarily gravity and mass.
Summary of Gravity & Orbit Distance

The goal of this virtual lab is to allow students the opportunity to explore the factors that influence an object’s weight, primarily gravity and mass.
Summary of Seasons: Introduction

The goal of this virtual lab is to explore the factors that influence the seasons on Earth.
Summary of Seasons: Advanced

The goal of this virtual lab is to explore the factors that influence the seasons on Earth.
Summary of Seasons: Introduction - Earth has NO Tilt!

The goal of this virtual lab is to explore the factors that influence the seasons on Earth.
Summary of Seasons: Advanced - Earth has NO Tilt!

The goal of this virtual lab is to explore the factors that influence the seasons on Earth.
Summary of Lunar Phases: Introduction

The goal of this virtual lab is to explore how changes in the moon’s orbit and position can impact the different phases of the moon.
Summary of Lunar Phases: Advanced

The goal of this virtual lab is to explore how changes in the moon’s orbit and position can impact the different phases of the moon.
Summary of Eclipses: Introduction

The goal of this virtual lab is to examine how lunar and solar eclipses happen, and how scientists predict where and when eclipses can be observed.
Summary of Eclipses: Advanced

The goal of this virtual lab is to examine how lunar and solar eclipses happen, and how scientists predict where and when eclipses can be observed.

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

High School

Earth's Place in the Universe

Students who demonstrate understanding can:

Performance Expectations

Using Mathematics and Computational Thinking

ESS1.B: Earth and the Solar System

Scale, Proportion, and Quantity

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology

Planning Curriculum

Common Core State Standards Connections

Mathematics

Model Course Mapping

First Time Visitors

Resources & Lesson Plans