ESS3+p1

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 * =ESS3- The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time. =

//Click on the GSE numbers, e.g PS1 (K-2) - POC - 2, in the table below to reach additional information about each GSE. // || Grade Span Expectations (5-8) ||  || Grade Span Expectations (HS) ||   || **Students demonstrate understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by…**  9a observing that there are more stars in the sky than can easily be counted, but they are not scattered evenly and not all the same in brightness || ESS3 (3-4) - 9 **Students demonstrate understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by…** 9a __recognizing that throughout history people have identified patterns of stars that we call constellations..__ || ESS3 (5-6) - 9 9a describing the apparent motion/position of the objects in the sky. __(e.g. constellations, planets).__  9b __identifying the sun as a medium-sized star located near the edge of a disk-shaped galaxy of stars__ || ESS3 (7-8) - 9 9a __describing the universe as containing many billions of galaxies, and each galaxy contains many billions of stars.__ || ESS3 (9-11) - 5 **Students demonstrate an understanding of the origins and evolution of galaxies and the universe by…** 5a __using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.__
 * || Grade Span Expectations (K-4) || 
 * || ESS3 (K-2) - 9
 * Students demonstrate an understanding of the structure of the universe by … **
 * Students demonstrate an understanding of the structure of the universe by… **

ESS3 (9-11) - 6 **Students demonstrate an understanding of the formation of the universe by…**

6a using data (diagrams, charts, narratives, etc.) to explain how the “Big Bang” theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift). || **Example Extension(s)** **ESS3 (Ext.) - 5** **Students demonstrate an understanding of the origins and evolution of galaxies and the universe by…** 5aa **comparing** the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence. ||