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 | ESS1.B | ||
Expanding Universe | ESS1-2 | ESS1.A | ||
Coloring the Universe | ESS1-2 | ESS1.A | ||
Exploding Stars | ESS1-1 | ESS1.A | ||
Stellar Safari | ESS1-1 | ESS1.A | ||
Hazardous Asteroids | ESS1-2 | ESS1.B | ||
Exploring the Observable Universe | ESS1-2 | ESS1.A | ||
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.
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.