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The U.S. National Science Foundation (NSF) and the U.S. Department of Energy (DOE) Office of Science will support Rubin Observatory in its operations phase to carry out the Legacy Survey of Space and Time. They will also provide support for scientific research with the data. During operations, NSF funding is managed by the Association of Universities for Research in Astronomy (AURA) under a cooperative agreement with NSF, and DOE funding is managed by SLAC National Accelerator Laboratory (SLAC), under contract by DOE. Rubin Observatory is operated by NSF NOIRLab and SLAC.

NSF is an independent federal agency created by Congress in 1950 to promote the progress of science. NSF supports basic research and people to create knowledge that transforms the future.

The DOE Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time.

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  1. Education
  2. Educators
  3. Program Guide
  4. Standards Design and Support

Program Guide

  1. Our Education Products
  2. Audience
  3. Online Investigations
  4. Teacher Guides
  5. Standards Design and Support
  6. Assessments
  7. Accessibility

Standards Design and Support

Each investigation addresses specific science practices, crosscutting concepts and disciplinary core ideas. This three-dimensional design is also integrated into the phenomenon and assessments.

The table below offers suggestions for where Rubin Observatory investigations can be incorporated into learning sequences to build towards the Performance Expectations (PEs) and Disciplinary Core Ideas (DCIs) of the Next Generation Science Standards. All standards shown are for the High School level.

Investigations

Performance Expectations

Disciplinary Core Ideas

Surveying the Solar System

ESS1-4
PS2-4

ESS1.B
PS2.B

Expanding Universe

ESS1-2
PS4-3

ESS1.A
PS4.B

Coloring the Universe

ESS1-2
ESS1-3
PS4-2
PS4-5

ESS1.A
PS4.A
PS4.B
PS4.C

Exploding Stars

ESS1-1
ESS1-2
ESS1-3
PS1-8
PS3-3
PS4-3

ESS1.A
PS1.C
PS3.D
PS4.B

Stellar Safari

ESS1-1
ESS1-3
PS1-8
PS3-3
PS4-3

ESS1.A
PS1.C
PS3.D
PS4.B

Hazardous Asteroids

ESS1-2
ESS1-4
PS2-1
PS2-2
PS2-4
PS3-1

ESS1.B
PS2.A
PS2.B
PS3.A

Exploring the Observable Universe

ESS1-2
ESS1-4
PS2-1
PS2-4

ESS1.A
PS2.B

Physics - Earth-Space Science Correlation Table

Are you working on integrating Earth-Space Science standards into your Physics class? Click on the link below and make of a copy of this Google Sheet to search by Performance Expectation (PE), Disciplinary Core Idea (DCI), or Rubin Observatory investigation.

Physics - Earth-Space Science Correlation Table

Storylines

Rubin Observatory investigations are developed as lessons, not units. They are designed for you to drop into a syllabus or *storyline you are developing. Suggested storylines are located on the Phenomenon page for each investigation.

*For those not familiar with the NGSS, a storyline refers to a lesson sequence developed to achieve a set of learning outcomes, that is driven by a question or problem to solve.

Phenomenon

Components

We have developed a phenomenon as an option to introduce each investigation. There are five components to each phenomenon:

  • a driving question that is designed to be revisited at investigation checkpoints

  • an image, a video, readings, animation or a simple experiment that is used as the engagement piece

  • an introduction and questions that can be used to direct student thinking and focus observations and discussion

  • suggested storylines where this lesson and phenomenon may be appropriate

  • summative prompts for use after the investigation concludes

Guiding Design Principles

We used these guiding principles to design each phenomenon and the questions that accompany it. Each phenomenon:

  • should directly relate to the big ideas of the investigation.
  • should intellectually engage students.
  • should evoke student questions and group discussion, in order to serve as the impetus for student-driven inquiry.
  • may involve the use of prerequisite knowledge, crosscutting concepts, and science practices.
  • may invite students to contribute perspectives from their cultural and life experiences.
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