Correlations to Standards

Your viewing of Journey to the Stars can be correlated to the standards below.

National Science Education Standards
All Grades • A1: Abilities necessary to do scientific inquiry • A2: Understanding about scientific inquiry • E1: Abilities of technological design • E2: Understanding about science and technology • G1: Science as a human endeavor • G2: Nature of science

Grades K-4 • B1: Properties of objects and materials • B2: Position and motion of objects • B3: Light, heat, electricity, and magnetism • C3: Organisms and environments • D2: Objects in the sky • D3: Changes in Earth and sky

Grades 5-8 • B1: Properties and changes of properties in matter • B2: Motions and forces • B3: Transfer of energy • D3: Earth in the Solar System

Grades 9-12 • B1: Structure of atoms • B2: Structure and properties of matter • B4: Motions and forces • B5: Conservation of energy and increase in disorder • B6: Interactions of energy and matter • D1: Energy in the Earth system • D4: Origin and evolution of the universe

New York State Physical Setting/Earth Science Core Curriculum

Interconnectedness: Common Themes

Models: Key Idea 2:
explanation, interpretation, or design.
For example:
  • draw a simple contour map of a model landform
  • design a 3-D landscape model from a contour map
  • construct and interpret a profile based on an isoline map
  • use flowcharts to identify rocks and minerals
Magnitude and Scale: Key Idea 3:
For example:
  • develop a scale model to represent planet size and/or distance
  • develop a scale model of units of geologic time
  • use topographical maps to determine distances and elevations
Equilibrium and Stability: Key Idea 4:
balance between opposing forces (dynamic equilibrium).
For example:
  • analyze the interrelationship between gravity and inertia and its effects on the orbit of planets or satellites

Key Idea 1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective. People have observed the stars for thousands of years, using them to find direction, note the passage of time, and to express their values and traditions. As our technology has progressed, so has understanding of celestial objects and events.

Theories of the universe have developed over many centuries. Although to a casual observer celestial bodies appeared to orbit a stationary Earth, scientific discoveries led us to the understanding that Earth is one planet that orbits the Sun, a typical star in a vast and ancient universe. We now infer an origin and an age and evolution of the universe, as we speculate about its future.

PERFORMANCE INDICATOR 1.2: Describe current theories about the origin of the universe and solar system.

  • The stars differ from each other in size, temperature, and age.
  • Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies.

New York City Science Performance Standards

S1 Physical Science:
e Demonstrates an understanding of conservation of energy and increase in disorder.
f Demonstrates an understanding of interactions of energy and matter.

S3 Earth and Space Sciences Concepts
d Demonstrates an understanding of origin and evolution of the universe.

S4 Scientific Connections and Applications
d Demonstrates an understanding of the impact of technology.
e Demonstrates an understanding of the impact of science.

S5 Scientific Thinking
c Uses evidence from reliable sources to to develop descriptions, explanations, and models; and makes
appropriate adjustments and improvements.

S6 Scientific Tools and Technology
a Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision.

S7 Scientific Communication
a Represents data and results in multiple ways.

Also at the Museum Beyond Planet Earth





Journey to the Stars Online Educator's Guide