HS-ESS1-6: Earth’s Place in the Universe.“ Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.” HS-ESS1-5: Earth’s Place in the Universe.Protecting the Earth from Killer Asteroids.“ Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.” HS-ESS1-4: Earth’s Place in the Universe.“ Communicate scientific ideas about the way stars, over their life cycle, produce elements.” HS-ESS1-3: Earth’s Place in the Universe.“ 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: Earth’s Place in the Universe.Solar Flares, Sunspots, and the Solar Cycle.“ 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 that eventually reaches Earth in the form of radiation.” HS-ESS1-1: Earth’s Place in the Universe (Space Systems).They incorporate phenomena to engage students and help teach climate change concepts. Click here for new BAESI lessons plans that link Earth science with life science and physical science. We encourage you to think of ways to integrate environmental education and Earth science with the other sciences and content areas.
Please note that the phenomena and lesson plans can often be used to meet multiple standards. They link to lesson plans, videos, captivating images, activities, and other resources designed to help you meet the DCI and the other components of the 3 Dimensions of the NGSS: Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCs). For example, beginning a lesson with one is an effective Engage strategy when using the evidence-based 5E Instructional Model.Įach phenomenon listed below is aligned to a NGSS Disciplinary Core Idea (DCI) and Performance Expectation (PE: what students are expected to be able to do) by grade level. Engaging ones stimulate curiosity and drive scientific inquiry. Using Phenomena to Drive K-12 Science Inquiry
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