Star Stuff
Once students have a firm grasp of what goes on here on Earth, the CA NGSS asks them to ponder how Earth fits into the broader universe. The previous instructional segments were ultimately focused on the practical ways in which Earth’s systems [CCC-4] affect humanity today (always building towards ESS3 A, B, C, and D). However, science does not always need to be practical. The very first page of chapter 1 of the NRC Framework states, “Understanding science and the extraordinary insights it has produced can be meaningful and relevant on a personal level, opening new worlds to explore and offering lifelong opportunities for enriching people’s lives” (National Research Council 2012, 7). This human dimension of science is codified in the science and engineering practices of the CA NGSS, which identify asking questions [SEP-1] and curiosity as a fundamental part of doing science. For this reason, IS7 and IS8 focus on big picture questions about our origins and place in the universe (ESS1 A). To transition into these instructional segments, teachers might want to emphasize the different purpose of the science in the previous instructional segments from these final instructional segments.
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1274.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions
- How do we know what stars are made out of?
- What fuels our Sun?
- Will it ever run out of that fuel?
- Do other stars work the same way as our Sun?
Performance Expectations Students who demonstrate understanding can do the following:
HS-ESS1-1. 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: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries ] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]
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.]
HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4 6 billion years ago Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, Moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces ] (Repeated in IS8)
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1274.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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