Unit 1: The Foundations of Astronomy Total Number of Days: 38 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. How does scientific understanding build over time?

2. How did early astronomers come up with theories about the universe?

3. How did the use of the telescope and math influence early astronomy?

4. What influences the strength of gravity between two

objects? 5. How do scientific laws and principles observed on Earth

compare to the rest of the universe?

1. Science builds upon itself over time. As new evidence arises and we acquire new understandings, old theories are revised or replaced by new ones.

2. Early astronomers tracked the motion of objects in the sky and used that information to describe the universe.

3. Mathematical tools and the use of scientific instrumentation, such as the telescope, led to more accurate observations and models of the solar system.

4. The force of gravity between two objects depends on the mass of the objects and the distance between them.

5. Based on observations and predictions, Newton’s Laws of Motion and other scientific principles that occur on Earth operate throughout the entire universe.

PACING CONTENT SKILLS Standard

(CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic

Description of what students will be able to do

see appx. TEXT Astronomy

Today

OTHER (technology)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment 1 Course Pre-

assessment Assess astronomy and prerequisite science skills knowledge

5.4.12.A HS-ESS1

UNIT PRETEST

1

Intro to Astronomy

Categorize areas of study within Astronomy Differentiate between scientific theory and scientific law, and science and pseudoscience

HS-ESS1-4 5.4.12.A.1 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 9.1.12.F.2 9.1.12.B.1

AT Text 1.2 p. 8-9 AT TG 1.2 AT C.1 Notes

Science vs. Pseudoscience

Science Vs. Pseudoscience online quiz Exit Ticket: Can a theory ever become a "fact" scientifically speaking?

2 Create an experiment using the scientific method

AT Text 1.2 p. 8-9 AT TG 1.2 AT C.1 Notes

Scientific method notes

Scientific Method Inquiry Create a sign for one of the lab safety rules.

2 Evaluate lab safety given sample lab situations and create a safety plan

AT Text 1.2 p. 8-9 AT TG 1.2 AT TB C.1 AT C.1 Notes

Lab Safety Video

Lab Safety Multiple Activities Come up with an emergency lab situation and list steps of how to react. Quiz Lab Safety and Scientific Method

2 Units and measurements

Calculate distance using triangulation and compare to methods using recent technology, such as radar

HS-ESS1-4 5.4.12.A.1 5.1.12.D.1 5.1.12.D.2 5.1.12.A.2 9.1.12.A.1 HS-ESS1-4 5.4.12.A.1 5.1.12.D.2 5.1.12.D.3 5.1.12.A.2 9.1.12.B.1

AT Text 1.6 p. 24-27 AT TG 1.6 AT Text More Precisely 1-2 p. 28 AT C.1 Notes

Triangulation Astrological triangulation lab activity Follow the Meteorite Triangulation Activity Why is it necessary to have a long baseline when using triangulation to measure the distances to objects in space? Quiz: calculate using triangulation

2 Convert between meters, miles, light years, and A.U.

AT Text 2.6 p. 47-49 AT TG 2.6 AT C.2 Notes

How to convert

Converting Practice distances Using Excel to Convert and compare planetary distances from sun Explain why miles are insufficient for measuring large distances in space. Muddiest Point: what are you still unsure of?

1 Scale and Distance

Create a scale to compare sizes of objects in the universe. Estimate scale distances between objects in the universe

AT Text 1.1 p. 6-7 AT TG 1.1 AT C.1 Notes

Visual Distances and Size

Scale solar system lab Relative Sizes of planets Solar System Distance Activity (kinesthetic) Scale and distance activity Exit Ticket: Why are scale models used to compare the size and distances of planets?

2 Construct a scale model of distances between given objects in the universe

AT Text 1.1 p. 6-7 AT TG 1.1 AT C.1 Notes

Size and Scale Compare distances outside of solar system How does the size of Earth, our

AT TB C.1 solar system, our galaxy, and our cluster? Quiz Scale and Unit conversions

2 Ancient Astronomy

Appraise the significance of Stonehenge, Big Horn Medicine Wheel, and the temple at Caracol Compare different early ideas about the universe

HS-ESS1-4 5.4.12.A.1 5.1.12.A.1 9.1.12.A.1 9.1.12.F.6

AT Text 2.1 p. 34-36 AT TG 2.1 AT C.2 Notes

Aztec Calendar Stone Timeline Ancient Astronomy

Create a timeline of early astronomers Timeline Activity How did early astronomers gain knowledge about the universe? Write a postcard: tell a friend about your visit to Stonehenge

1 Geocentric Universe

Devise why the earliest model of the universe had Earth at the center Explain how epicycles can be used to support Geocentric theory Illustrate how the motion of planets can be explained through Geocentric model

HS-ESS1-4 5.4.12.A.1 5.1.12.D.1 5.1.12.A.1 5.1.12.D.2 9.1.12.A.1

AT Text 2.2 p. 36-39 AT TG 2.2 AT C.2 Notes

Epicycle Animation

Virtual Venus geocentric vs. heliocentric hands on Briefly describe the geocentric model of the universe. Sketch: Draw an orbit with epicycles.

1 Heliocentric Model of

Solar System

Compare the evidence for the Heliocentric and Geocentric model of the solar system

HS-ESS1-4 5.4.12.A.1 5.1.12.C.3 5.1.12.D.1 9.1.12.A.1 9.1.12.F.6

AT Text 2.3 p. 39-40 AT TG 2.3 AT C.2 Notes

Animated Model Slides Copernicus and Ptolemy

Geocentric vs. heliocentric plotting data How do the geocentric and heliocentric models of the solar system differ in their explanations of planetary retrograde motion? So What: What was the main idea of the lesson?

1 Use evidence during Copernicus’s time to argue that the Sun is at the center of the solar system.

AT Text 2.3 p. 39-40 AT TG 2.3 AT C.2 Notes

Copernicus and the heliocentric model

Create models of heliocentric Exit Ticket: List evidence supported the heliocentric model?

1

Compare and contrast the challenges Copernicus had getting society and the church to accept his heliocentric model to present day challenges scientists have getting their ideas accepted by the public.

AT Text 2.3 p. 39-40 AT TG 2.3 AT TB C.2 AT C.2 Notes

Scientific Revolution

Debate activity scientific revolution What discoveries of Galileo helped confirm the views of Copernicus? TEST Geocentric vs. Heliocentric,

Scale, and unit conversions

2 Galileo and telescope

Explain how scientific instruments can enhance observations and lead to new discoveries Analyze how Galileo used the telescope to advance knowledge of the universe

HS-ESS1-4 5.4.12.A.1 5.1.12.D.3 9.1.12.A.1

AT Text 2.4 p. 41-43 AT TG 2.4 AT C.2 Notes

Galileo vs. Geocentric Galileo Galilei Letter

In the footsteps of Galileo moons of Jupiter activity In what ways did Galileo's observations of Venus and Jupiter conflict with the prevailing view at the time? Twitter Post: Summarize what you learned today in under 140 characters.

1 Orbital Motion: Kepler’s

Laws

Distinguish between Tycho Brache’s and Kepler’s contributions to the understanding of orbital motion.

HS-ESS1-4 5.4.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.E.3 5.2.12.E.4 9.1.12.A.1 9.1.12.B.1

AT Text 2.5 p. 44-47 AT TG 2.5 AT C.2 Notes

Kepler’s Laws Interactive Law

Kepler vs. Brache activity Exit Ticket: In what ways did Galileo and Kepler differ in their approach to science? In what ways did each advance the Copernican view of the universe?

1 Create elliptical planetary orbit diagrams using various distances between foci and calculate eccentricity

AT Text 2.5 p. 44-47 AT TG 2.5 AT C.2 Notes

Create Ellipse

Plot Elliptical Orbits Walkthrough of Kepler’s Laws activity Quick Quiz: calculate eccentricity of three ellipses

1 Illustrate and label elliptical orbits

AT Text 2.5 p. 44-47 AT TG 2.5 AT C.2 Notes

Diagram Ellipse

Draw and label ellipse Draw two ellipses: one with a small focal length and one with a large focal length.

1 Calculate the speed of an orbiting object based on position in orbit

AT Text 2.5 p. 44-47 AT TG 2.5 AT TB C.2 AT C.2 Notes

Ellipse Areas

Calculating Eccentricity Activity Calculate Speed activity Describe the speeds of an objects as it travels around an elliptical orbit? Quiz calculating using ellipses

1 Newtonian Mechanics

and gravitational

force

Illustrate how inertia affects an orbiting object

HS-ESS1-4 5.4.12.A.1 5.1.12.A.2 5.1.12.D.1

AT Text 2.7 p. 49-51 AT TG 2.7 AT C.2 Notes

Newton’s Laws

Interactive Gravity Describe a real life situation where inertia influences the motion of an object.

5.2.12.E.3 5.2.12.E.4 9.1.12.A.1

Clicker Questions

1 Describe how Newtonian mechanics helped to explain Kepler’s observations of orbital motion

AT Text 2.8 p. 52-55 AT TG 2.8 Demo AT C.2 Notes

Newton and planetary motion

Newton and Kepler Activity Exit Ticket: Explain, in terms of Newton's laws of motion and gravity, why planets orbit the Sun.

2

Calculate and compare the weight of an object on each of the planets and explain how it relates to the mass of the planet

AT Text p. 51 AT TG 2.8 AT TB C.2 AT C.2 Notes

Weights Calculator

How Much Do I Weigh? Which planet did the object weight the most on and why? Quick Quiz: Calculate your weight on Jupiter.

2 Calculate the force of gravity between two objects using the law of universal gravitation

AT Text More Precisely 2-2 p. 54 AT TG 2.8 AT C.2 Notes

Law of gravitation

Force of Gravity Lab Why would a baseball thrown upward from the surface of the Moon go higher than one thrown with the same velocity from the surface of Earth? Quick Quiz: Calculate force of gravity with given values

1 Explain how the escape speed of an orbiting object depends on the force of gravity of the object it is orbiting

AT Text 2.8 p. 52-55 AT TG 2.8 AT TB C.2 AT C.2 Notes

Escape Velocity

Escape Velocity Lab Explain, in terms of Newton’s laws of motion and gravity, why planets orbit the Sun TEST Newton’s and Kepler’s Laws

2 Review Concepts of

Unit

Create a timeline of events and astronomers Review concepts of unit for test.

AT Text C.2 Review p. 56-57

Information for timeline

AT Text Conceptual Self-Test p. 57 PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of historical astronomy

AT TB C.2 Online test Unit assessment

INSTRUCTIONAL FOCUS OF UNIT

The early processes that scientists used to develop ideas about how the universe works are still used to today. Early scientists followed the basic steps of the scientific method and by studying their process and ideas, students have real world examples of the methods they use in science.

Identify the aspects of science that are studied by astronomers Demonstrate lab safety and apply scientific methods Compare astronomical units of measure and use calculations to crease scale models Use examples of Stonehenge, Big Horn Medicine Wheel and Caracol to explain ancient understanding of astronomy Organized history of astronomy into a timeline of events and astronomers Calculate eccentricity and gravitational forces Illustrate early models of solar system Explain Newton’s and Kepler’s Laws as they relate to planetary motion

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan Intro Astronomy Lab Manual Various Labs and Math Sheets Astronomy Text, summaries, concept checks, exam questions, and lots of resources.

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 1: Create a story board of the steps in the scientific method (terms: scientific method) Strategy 6: Students play $10,000 pyramid game where they have to give their partners clues to guess words (terms: aphelion, astronomical unit, force, perihelion, ellipse, eccentricity, foci, inertia, orbital period, light-year)

Aphelion Astronomical unit (A.U.) Astronomy Copernican revolution Eccentricity Ellipse Epicycle Escape velocity

Force Geocentric Gravity Heliocentric Inertia Law of universal gravitation Light-year Orbital period

Orbital velocity Perihelion Retrograde Scientific law Scientific notation Scientific theory Semi-major axis

Foci

ASSESSMENT

1. Which diagram best represents the heliocentric model of a portion of the solar system? [S = Sun, E = Earth, and M = Moon. The diagrams are not drawn to scale.]

2. The diagram below represents a planet revolving in an elliptical orbit around a star.

As the planet makes one complete revolution around the star, starting at the position shown, the gravitational attraction between the star and the planet will

a. Decrease, then increase b. Increase, then decrease c. Remain the same d. Continually decrease

3. The diagram below represents the construction of a model of an elliptical orbit of a planet traveling around a star. The focal point and the center of the star represent the foci of the orbit.

The eccentricity of this orbit is approximately

a. 0.3 b. 1.3 c. 0.8 d. 0.5

4. The diagram below shows a planet's orbit around the Sun.

At which location is the planet's orbital velocity greatest?

a. A b. B c. C d. D

5. Kepler's first law worked, where Copernicus' original heliocentric model failed, because Kepler described the orbits as a. Elliptical, not circular b. Much larger than Copernicus had envisioned c. Around the Sun, not the Earth d. Being on equants instead of epicycles

6. The most famous prehistoric astronomical observatory is a. The Sphinx b. Stonehenge

c. Big Horn stone circle d. Mount Rushmore

7. A circular orbit would have an eccentricity of a. 0 b. between 0 and 0.5 c. between 0.5 and 1 d. exactly 1.0

8. What does Kepler's third law imply about planetary motion? a. All planets orbit the Sun at the same speed b. Planets closer to the Sun orbit at a slower speed than planets farther from the Sun. c. Planets farther from the Sun orbit at a slower speed than planets closer to the Sun. d. A planet’s distance from the Sun does not affect orbital speed

9. The place in a planet's orbit that is closest to the Sun is called a. Vernal equinox b. Aphelion c. Perihelion d. Foci

10. The Law of Universal Gravitation was developed by: a. Kepler. b. Galileo. c. Newton. d. Copernicus.

11. The force of gravity between two objects: a. increases with the masses of the bodies, but decreases with their separations. b. increases with the masses of the bodies, but decreases with the distances between them. c. increases with the their masses, but decreases with their periods of orbit about the Sun. d. depends on the density, not the mass of the bodies.

12. How much stronger is the gravitational pull of the Sun on Earth, at 1 AU, than it is on Saturn at 10 AU? a. 5 times b. 10 times c. 25 times d. 100 times

13. Kepler's second law implies what about planetary motion? a. A planet moves at a constant speed during its orbit of the Sun. b. A planet moves faster when it is farther from the Sun. c. A planet moves slower when it is closer to the Sun. d. A planet moves faster when it is closer to the Sun.

14. A light-year is a. 365 days. b. the distance light travels in a year. c. the distance from Earth to Proxima Centauri.

d. the amount of light the sun produces in a year. 15. In a heliocentric system, Earth revolves around

a. Mars. b. the stars. c. the moon. d. the sun.

Open-Ended: 16. Explain how the eccentricity describes the shape of an ellipse. 17. What is meant by the Astronomical Unit? 18. Using Newton's first law, describe the motion of a body is moving in the absence of any net external force. Essay: 19. Relate Kepler's Second Law to the speeds of the planets. 20. How can astronomers determine the mass of the Sun?

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Follow the Meteorite Triangulation Activity use multiple strategies to track a meteorite B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Using Excel to Convert and compare planetary distances from sun F. Accountability, Productivity, and Ethics

9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

Scale and distance activity students have to work together to create large scale model 9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

Debate activity scientific revolution relate acceptance of scientific revolution to new advances in science that lead to debate 9.4 21st Century Career and Technical Education:

O. Science, Technology, Engineering & Mathematics Career Cluster

How Much Do I Weigh? Use equation to calculate and compare individual weights on planets.

MODIFICATIONS/ACCOMMODATIONS Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller segments 11. Tape lectures or provide a peer note-taker

APPENDIX (Teacher resource extensions)

Holt Modern Earth Science resources for Solar System http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?HQ2%20CH29 The Scientific Revolution/ http://hti.osu.edu/history-lesson-plans/european-history/scientific-revolution Modern History Sourcebook: Galileo Galilei: Letter to the Grand Duchess Christina of Tuscany, 1615 http://www.fordham.edu/halsall/mod/galileo-tuscany.asp

Pearson Resource Astronomy Today 5e (notes, questions, images, etc.)

UCCS Astronomy Course Resources (PowerPoint’s and animations)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 2: Earth/Sun/Moon System Total Number of Days: 41 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. Why do objects appear to move in the sky?

2. Why does the Earth experience seasons?

3. How did constellations benefit early civilizations?

4. What causes the Earth vary in distance from the Sun? 5. Why does the moon appear to change shape through

the month? 6. Why do observers on Earth only see one side of the

Moon? 7. How do Zodiac constellations relate to the orbit of

Earth? 8. What causes Earth to experience tidal changes?

9. What causes lunar and solar eclipses?

1. Objects appear to move through the sky due to the rotation of the earth.

2. The axis on which the Earth rotates is tilted relative to its orbital plane. The tilt combined with Earth’s revolution around the Sun causes changes in the amount of heating throughout the year.

3. Constellations are patterns of the stars created by ancient civilizations. They have been used for navigating and creating calendars.

4. The Earth’s orbit is slightly elliptical. Earth is closer to the Sun during the Northern Hemisphere’s winter.

5. As the Moon revolves we see different amounts of its lighted half; these are called phases.

6. The Moon’s rotational and orbital period are both 27.3 days allowing us to only see one side of the moon from Earth.

7. Zodiac constellations are a group of star patterns centered on the plane of the Earth’s orbit.

8. The Moon and Sun cause the tides. Tides have a daily and monthly set of changes.

9. A solar eclipse happens when the Earth moves into the Moon’s shadow. A lunar eclipse happens when the Moon moves into Earth’s shadow.

PACING CONTENT SKILLS Standard

(CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic

Description of what students will be able to do

see appx. TEXT Astronomy

Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment

2 Earth’s Place in the

Universe

Apply the scale of objects in the Universe to Earth Pinpoint the Earth’s location within the solar system and the Milky Way galaxy

5.1.12.A.2 5.1.12.D.3 5.4.12.A.2 9.1.12.A.1

AT Text 1.1 p. 6-7 AT TG 1.1 AT C.1 Notes

Position of Earth in Milky Way

Make Model Universe Describe where Earth and our solar system are within the Milky Way. Draw it: Compare sizes of the Sun, Earth, Solar System, and Milky Way

2 Our view from Earth

Plot the motion of the objects on the celestial sphere

5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 9.1.12.B.1

AT Text 1.3 p. 10-13 AT TG 1.3 AT C.1 Notes

Celestial Sphere Info

Plot on celestial sphere Why do astronomers find it useful to retain the fiction of the celestial sphere to describe the sky? Journal Entry: Think about when you look at the night sky. Describe what you see.

2 Create a star chart for a location that can be adjusted for date and time

AT Text appendix p. S1-S9

Interactive Star Chart

Make Star Finder Exit Ticket: Why do star charts need to be adjusted for date and time?

2 Calculate the speed at which Earth rotates at varying latitudes and translate that into the speed celestial objects move across the sky

AT Text 1.4 more precisely p. 14 AT TB C.1

Rotation

Speed of Earth Spin How does the speed of earth’s rotation at 85 degrees N compare to the speed at 5 degrees N? Quiz: rotation and night sky

2 Constellations Compare and contrast the science of Astronomy and mythologies such as astrology

5.1.12.A.1 5.1.12.B.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 9.1.12.A.1

AT Text 1.2 p. 8-9 AT TG 1.2 AT C.1 Notes

Zodiac Ref Bad Astronomy What’s your sign? Why is astrology considered a pseudoscience? Twitter post: express how you feel about pseudoscience in less than 140 characters

1 Propose how grouping stars into constellations helped ancient humans better predict seasons

AT Text 1.3 p. 10-13 AT TG 1.3 AT C.1 Notes

Sky Map Make a Constellation Seasonal Constellations multiple activities What makes up a constellation? Connect the dots: given a pattern

of stars come up with your own constellation.

1 Plot stars and constellations on a grid using celestial coordinates

AT Text 1.3 p. 10-13 AT TG 1.3 AT C.1 Notes AT TB C.1

Sky Events Plot Stars Star Walking (kinesthetic) What information is needed to plot stars in a grid? Quiz: plot stars using celestial coordinates

1 Predict the visibility of constellations based on Earth’s position relative to the Sun

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Ptolemy simulator

Mapping Constellations Zodiac Constellations Students as Constellations (kinesthetic) In astronomical terms, what are summer and winter, and why do we see different constellations during those seasons? Draw it: draw the relative positions of the sun, earth, and your zodiac constellation

1 Devise the position of Polaris by locating key circumpolar constellations

AT Text 1.3 p. 10-13 AT TG 1.3 AT C.1 Notes AT TB C.1

Current Night Sky

Navigate with Constellations Why are their circumpolar constellations? Why do constellations close to Polaris seem to rotate around it? Quiz: seasonal and circumpolar constellations

2 Tilt of Earth and Seasons

Demonstrate, using models, the relationship between Earth’s tilt and orbital location and season.

5.1.12.A.1 5.1.12.B.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.4.12.F.1 9.1.12.A.1

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

seasons Ref seasons ref2

Reasons for Seasons Packet of Activities Season Basics Seasons Modeling What is precession? Explain in your own words what changes you would see on the celestial sphere over the course of one precession cycle. Quick write: without stopping, write what most confuses you

about seasons.

2 Describe how the length of daylight, and angle of the noon Sun above the horizon relate to seasonal temperatures.

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Tilt and Climate Angle of Sunlight Angle of Sun and intensity Angle of Sun Ice cube experiment Describe or draw how the angle of the Sun changes from sunrise to sunset. 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

2 Plot the ecliptic when given data positional data for a given date and latitude.

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes AT TB C.1

Apparent Motion of Sun

Plot Sun Does the Sun ever follow the same path twice? Explain. Quiz: Seasons, day length, and angle of sun

1 Predict the angle of the noon Sun above the horizon for a given date and location.

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Kinesthetic Activity Ideas

Angle of Sun Activity for different locations What locations on Earth can experience the Sun directly overhead? Postcard: Write a postcard to a friend in NJ about your trip to the equator.

2 Plot the Equator, Poles, Tropic of Cancer and Capricorn, and the Arctic and Antarctic circles on a map of the Earth. Relate the angle of the Earth’s tilt to these locations.

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Animation of seasons

Tilt Activity Measuring Tilt from Earth What relationship is there between the angle of Earth’s tilt and the latitude of the Tropic of Cancer? Quick Quiz: Plot 3 locations on a map using latitude and longitude

1 Estimate month of the year by examining a diagram of the Earth’s orbital position Describe day length and weather in NJ on the winter solstice, vernal equinox, summer solstice, and autumnal equinox

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Seasons, time zones, latitude, longitude, animations, activities

Season Connections How can we determine the exact date and time for the equinoxes and solstices? Journal Entry: Pick your favorite

of the equinoxes and solstices. Describe why you like it the most terms of things you learned in class.

1 Justify how Australia experiences winter while the US experiences Summer.

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

N vs. S hemisphere seasons

Seasons and Hemispheres NJ is located at 41 degrees N. If we all moved to a location at 41 degrees S, what season would start around Dec. 21, Sept. 22? Draw it: Draw earth, label US and Australia, and illustrate why we experience opposite seasons.

1 Assessment Assess knowledge of seasons, constellations, Earth’s place in the Universe, and our view from Earth.

AT TG C.1 AT TB C.1

Sample test Test: Seasons and constellations

2 Earth’s Revolution

Calculate the eccentricity of the Earth’s orbit Calculate Earth’s distance from the Sun at its aphelion and perihelion Compare and contrast Sidereal year and tropical year

5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.4.12.F.1 9.1.12.A.1 9.1.12.B.1

AT Text 1.4 p. 13-18 AT TG 1.4 AT C.1 Notes

Eccentric Earth Calculate Earth’s Eccentricity What effect does the change in distance between the earth and the sun have on the earth? Write a text message: Explain to your 8 year-old sister why the temperature in NJ is so cold when we are closest to the sun.

1 Moon Motion

Demonstrate, using models, the motion of the moon around earth Compare the orbital and rotational periods of the moon and propose why we only see one side of the moon

AT Text 1.5 p. 18-23 AT TG 1.5 AT Text 8.4 p. 195-201 AT TG 8.4 AT C.1 Notes

Video synchronous orbit

Model Moon Motion Exit Ticket: Why can we categorize the moon as having a near side and a far side? Why can’t we use the terms light side and dark side?

1 Phases of the Moon

Diagram the positions of the Sun, Moon, and Earth during a lunar month as they relate to the phases of the Moon.

AT Text 1.5 p. 18-23 AT TG 1.5 AT C.1 Notes

Phase calendar Oreo Moon Phases Why do we see phases of the moon? Word Roots: list words that contain the prefix lun-

1 Identify the name of each phase given picture of the Moon or a diagram of Moon’s position relative to the Earth and Sun.

AT Text 1.5 p. 18-23 AT TG 1.5

Phases explained

Name that Moon Phase Use the position of the sun, moon,

AT C.1 Notes and earth to predict the phase of the moon. Illustrate: draw each phase of the moon.

1 Model phases of the moon using light source (sun), model earth, and model moon.

AT Text 1.5 p. 18-23 AT TG 1.5 AT C.1 Notes

Video phases Multiple Hands on Phase If one complete hemisphere of the Moon is always lit by the Sun, why do we see different phases of the Moon? Quiz: Moon motion and phases

2 Solar and Lunar

Eclipses

Propose what conditions are necessary for a total solar and lunar eclipse based on phases of the moon Diagram lunar and solar eclipse and identify parts of shadows. Compare and contrast total and partial eclipses and explain who each occur

5.1.12.A.1 5.1.12.B.3 5.1.12.D.1 5.1.12.D.2 9.1.12.A.1 9.1.12.B.1

AT Text 1.5 p. 18-23 AT TG 1.5 AT C.1 Notes

Eclipses Phases and Eclipses Lab Activity What types of solar eclipses would you expect to see if Earth's distance from the Sun were to double? What if the distance became half its present value? Shadow Puppets: How does the size of the shadow relate to how close the object is to the light?

1 Create a moving model of a solar and lunar eclipse to depict partial and total eclipses.

AT Text 1.5 p. 18-23 AT TG 1.5 AT C.1 Notes

Modeling Eclipses

Eclipse Lollipop Lab Why aren’t there lunar and solar eclipses every month? Quiz: Eclipses

2 Tides Illustrate the configuration of the Sun, Moon, and Earth as it relates tidal changes on Earth Compare the timing of tides to the motion of the Moon 5.1.12.A.1

5.1.12.D.2 9.1.12.A.1 9.1.12.B.1

AT Text 7.6 p. 182-184 AT TG 7.6 AT C.7 Notes

Tides Model Kinesthetic Tides Bay of Fundy Tides Data Graph Describe the conditions necessary for Spring tides and Neap tides. Clicker Questions: What tide is it?

1 Calculate the force of gravity between the Earth and Moon and compare to the force of gravity between the Earth and the Sun. Infer what has the greater affect on Earth’s tides, the Sun or the Moon?

AT Text 7.6 p. 182-184 AT TG 7.6 AT C.7 Notes AT TB C.7 AT TB C.1

Tidal Forces Lab Gravity and Tides How is the force of gravity between two objects related to the distance between those two objects? Test: Moon phases and tides

2 Review Unit Concepts

Review questions and study guide 5.4.12.F.1 5.4.12.A.2

AT Text C.1 Review p. 30-

Sample review game

AT Text Conceptual Self-Test p. 30,186

31 AT Text C.7 Review p. 185-187

PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of Earth/Moon/Sun system

AT TB C.1 AT TB C.7

Unit assessment

INSTRUCTIONAL FOCUS OF UNIT

Students can relate the things they observe about the sky to occurrences in the solar system. Relate Earth’s rotation to the movement of celestial objects across our skies during a 24 hour period. Use constellations to find compass direction and time of the year. Identify the affects of Earth’s tilt on the distribution of heat on Earth Explain why we only see one side of the Moon from Earth Identify Moon phases and explain why they occur Describe conditions necessary for eclipses Relate the gravitational forces of the Moon and Sun and their relative positions as they affect tidal changes on Earth.

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan Lots of hands on activities for multiple topics http://www.gov.pe.ca/photos/original/4h_astronomyAG.pdf

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 3: Create picture of terms (terms: 1st quarter, 3rd quarter, gibbous, crescent, full moon, new moon) Strategy 6: Students will come up with Charades (body motions/gestures) to represent terms (terms: waning, waxing, axis,

tidal bulge, circumpolar constellation, orbital plane) 1st quarter moon 3rd quarter moon Antarctic Circle

Gibbous Lunar Eclipse Lunar Phase

Synchronous rotation Tidal bulge Tide

Artic Circle Autumnal Equinox Axis Azimuth Celestial sphere Circumpolar constellations Constellation Crescent Ecliptic Full moon

Neap tide New moon Orbital plane Penumbra Precession Seasons Sidereal year Solar Eclipse Spring tide Summer Solstice

Tropic of Cancer Tropic of Capricorn Tropical year Umbra Vernal Equinox Waning Waxing Winter Solstice

ASSESSMENT

1. To an observer located at the Equator, on which date would the Sun appear to be directly overhead at noon? a. June 6 b. February 1 c. March 21 d. December 21

2. Which constellations are both visible at midnight when Earth is located at position D? a. Leo and Virgo b. Aries and Taurus c. Aquarius and Scorpio d. Pisces and Libra

3. Which statement best explains the apparent daily motion of the stars around Polaris? a. The Earth revolves around the Sun. b. The Earth has the shape of an oblate spheroid. c. The Earth rotates on its axis. d. The Earth's orbit is an ellipse.

4. The phase of the moon you see depends on a. how much of the moon’s surface is lit by the sun. b. where you are on Earth’s surface. c. how much of the sunlit side of the moon faces Earth. d. whether or not an eclipse is occurring.

5. For a solar eclipse to occur, a. Earth must be directly between the sun and the moon. b. the moon must be directly between Earth and the sun. c. the moon must be directly behind Earth. d. the sun must be directly between Earth and the moon.

6. During a total lunar eclipse the moon is in Earth’s a. orbit. b. umbra. c. penumbra. d. corona.

7. When the north end of Earth’s axis is tilted toward the sun, North America will experience a. more indirect rays and longer days. b. more indirect rays and shorter days. c. more direct rays and longer days. d. more direct rays and shorter days.

8. You are less likely to see a total solar eclipse than a total lunar eclipse because a. new moon phases occur less often than full moon phases. b. only people on the daytime side of Earth can see a solar eclipse. c. the moon’s shadow covers all of Earth during a solar eclipse. d. the moon’s umbra only covers a small area on Earth’s surface.

9. Because the moon rotates once for each revolution around Earth, a. you see some phases more than others. b. a different side of the moon faces Earth each day. c. the far side of the moon is visible only during the full moon phase. d. you never see the far side of the moon from Earth.

10. Earth has seasons because a. the distance between Earth and the sun changes. b. its axis is tilted as it moves around the sun. c. the temperature of the sun changes. d. it rotates on its axis.

11. When are tides highest? a. during the moon’s third quarter phase b. when the moon is at a right angle to the sun c. during the moon’s first quarter phase d. when the sun, Earth, and the moon are nearly in a line

12. An equinox occurs when a. the north end of Earth’s axis is tilted away from the sun. b. the north end of Earth’s axis is tilted toward the sun. c. neither end of Earth’s axis is tilted toward or away from the sun. d. Earth’s axis is parallel to the sun’s rays.

13. According to the diagram of the position of the Earth relative to the Sun’s rays, which season is the Northern Hemisphere experiencing? a. Summer b. Autumn c. Winter d. Spring

14. During what phase of the moon can a lunar eclipse occur? a. waxing gibbous b. first quarter c. full moon d. new moon

Open-Ended Questions: Use the diagram to the right to answer questions 15-18.

15. What are the phases shown in A and D called? 16. Which two phases are gibbous moons? 17. Approximately how much time passes between H and B? 18. Where is the moon in relation to Earth and the sun during phase B?

Essay: 19. Explain why it is generally warmer near the equator than it is near the poles. 20. Explain why spring tides are higher than all other tides.

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers

9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

What’s your sign? Students use their astrological sign to compare astronomy and astrology B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Bay of Fundy Tides Data Graph Use data from two tidal locations to graph and compare. F. Accountability, Productivity, and Ethics

9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

Star Walking (kinesthetic) Students have to work together to create a scale model using themselves to represent planets

9.4 21st Century Career and Technical Education: O. Science, Technology, Engineering & Mathematics Career Cluster

9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Plot Sun Use calculations to plot path of the sun MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS

Modifications: 1. Less complex reading level

Accommodations: 1. Preferential seating

Extensions: 1. Alternative assignments

2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller segments 11. Tape lectures or provide a peer note-taker

2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 3: Our Solar System Total Number of Days: 26 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. What objects make up our solar system?

2. In what ways are the planets similar? 3. How are the planets classified? 4. How can observers from Earth determine basic

properties of each planet? 5. When and how did our solar system form?

1. Our solar system consists of the Sun and everything that orbits the Sun. (includes 8 planets, moons (satellites), dwarf planets, asteroids, meteoroids, comets, Asteroid belt, Kuiper belt, and the Oort cloud).

2. The planets orbit the sun and rotate in the same direction. 3. Planets are classified by density as either inner planets or outer planets. 4. Properties of planets can be determined by observations and

calculations based on Kepler’s and Newton’s Laws. 5. The objects of the solar system formed at the same time, 4.6 billion years

ago, from a rotating cloud of gas and dust.

PACING CONTENT SKILLS Standard (CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic

Description of what students will be able to do

see appx. TEXT Astronomy

Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment Chapter 6 &

14

3 Objects in our Solar System

Identify and compare characteristics of objects that exist in our solar system

5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 5.4.12.A.2 9.1.12.A.1 9.1.12.B.1

AT Text 6.1 p. 136-138 AT TG 6.1 AT C.6 Notes

Our system NASA

Activity objects in solar system How do astronomers go about determining the bulk properties (i.e., masses, radii, and densities) of distant planets? Clicker Questions: Name that object

2 Devise a scale conversion to compare the sizes of objects in our solar system and their distance from the Sun (if applicable)

AT Text 6.2 p. 138-139 AT TG 6.2 AT Text 6.3 p. 139-140

Journey to scale Planets to scale

Devise a scale and model solar system distances How would you calculate the distances needed to make a

AT TG 6.3 AT C.6 Notes

100th scale model of the solar system? Simile: If driving to Mars is like driving to PA, than driving to Jupiter is like driving to _____

1 Non-planetary

objects

Illustrate the anatomy of a comet and compare structure to meteoroids and asteroids. Determine characteristics needed for an object in the solar to orbit another object

5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 5.4.12.A.2 9.1.12.A.1 9.1.12.B.1

AT Text 6.5 p. 143-144 AT TG 6.5 AT Text 14.1 p. 340-345 AT TG 14.1 AT Text 14.2 p. 345-353 AT TG 14.2 AT C.14 Notes AT C.6 Notes AT TB C.6 AT TB C.14

Non planets Comparing comets, asteroids, and meteoroids activity What are comets like when they are far from the Sun? What happens when they enter the inner solar system? Quiz: solar system basics

2 Compare and contrast the orbits of planets, moons, dwarf planets, and comets Describe the characteristics of the Asteroid belt, Kuiper belt and the Oort cloud.

AT Text 14.2 p. 345-353 AT TG 14.2 AT C.14 Notes AT Text 6.5 p. 143-144 AT TG 6.5 AT C.6 Notes

NASA reference

Compare Orbits Why do some objects orbit the sun, while others orbit planets? Venn it: Draw a Venn diagram to compare the orbits of planets and comets

1 Differentiate between a meteor, meteoroid, and meteorites. Relate the occurrence of meteor showers to the orbital path of comets

AT Text 14.4 p. 358-362 AT TG 14.4 AT C.14 Notes AT Text 6.5 p. 143-144 AT TG 6.5 AT C.6 Notes

Meteor

Comparing meteors Why are astronomers so interested in interplanetary matter? Draw it: Draw a picture of a meteor, meteorite, and meteoroid.

1 Comparative

Planetology Arrange the 8 planets into two groups based on properties such as mass, density, number of moons, etc.

5.1.12.A.1 5.4.12.A.2 9.1.12.B.1

AT Text 6.4 p. 140-143 AT TG 6.4 AT C.6 Notes AT TB C.6

Inner vs. outer

Sorting the Solar System Name three differences between terrestrial and jovian planets. Quiz: Interplanetary objects

2 Inner and Compare and contrast inner and outer 5.1.12.A.1 AT Text 6.4 Table of Classifying Planets

Outer Planets

planets’ orbital period, rotational period, orbital speed, eccentricity, orbital inclination, distance from the Sun, average surface temperature, atmospheric properties, number of moons, density, presence of rings, etc.

5.1.12.B.3 5.1.12.D.1 5.4.12.A.2 9.1.12.A.1 9.1.12.B.1

p. 140-143 AT TG 6.4 AT C.6 Notes

Planet Data Why do astronomers draw such a clear distinction between the inner and the outer planets? Chart it: Devise a data table to compare properties of inner and outer planets

.5 Propose reasons for solar system anomalies like Venus’s retrograde rotation and Uranus’ 90 degree axial tilt.

AT Text 6.2 p. 138-139 AT TG 6.2 AT Text 6.3 p. 139-140 AT TG 6.3 AT C.6 Notes

Solar system info worksheets

Uranus Tilt Exit Ticket: How did some of the planets get tilted?

.5 Categorize properties of planets as dependent or independent of distance from the Sun

AT Text 6.2 p. 138-139 AT TG 6.2 AT Text 6.3 p. 139-140 AT TG 6.3 AT C.6 Notes

Orbit and rotation

Orbit of planets Why are the jovian planets so much larger than the terrestrial planets? Categorize: Rank Planets in order of decreasing density

1 Compare the current definition of the word planet to the original and explain why it was changed Defend the decision of astronomers to “downgrade” Pluto’s status from planet to dwarf planet.

AT Text 14.3 p. 353-358 AT TG 14.3 AT C.14 Notes

Pluto Status Make a planet Why was the original definition for planet changed? Write a letter: Write a letter to Pluto explaining why it can’t be a planet anymore.

2 Formation of Solar

System

Create a timeline for the steps in the formation of the solar system

5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.4.12.A.2 9.1.12.A.1 9.1.12.B.1

AT Text 6.6 p. 144-152 AT TG 6.6 AT Text 6.7 p. 152-156 AT TG 6.7 AT C.6 Notes AT TB C.6 AT TB C.14

Formation overview timeline

Solar System Math Describe the process that started the formation of our solar system. Quiz: inner and outer planets

2 Relate accretion to similar processes on Earth Devise how gravity played a role in the formation of the planets

AT Text 6.6 p. 144-152 AT Text More Precisely p.

Angular momentum

Active Accretion Describe the basic features of the nebular theory of solar

Explain angular momentum and its role in the formation of the solar system

149 AT TG 6.6 AT C.6 Notes

system formation, and give three examples of how this theory explains some observed features of the present-day solar system. 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

1 Compare the density of the outer planets and the inner planets and propose how density played a role in the formation of planets

AT Text 6.6 p. 144-152 AT TG 6.6 AT Text 6.7 p. 152-156 AT TG 6.7 AT C.6 Notes

Role of density

Density and planet formation How did the temperature at various locations in the solar nebula determine planetary composition? Quick write: without stopping, write what most confuses you about density and the formation of the solar system

1 Collect and analyze data to support the theory that the solar system and earth formed simultaneously 4.6 billion years ago

AT Text 6.6 p. 144-152 AT TG 6.6 AT Text 6.7 p. 152-156 AT TG 6.7 AT C.6 Notes AT TB C.6

Evidence age reading

Formation of Solar System What evidence is there to support the theory of how the solar system formed? Quiz: formation of solar system

1 Dating the solar system

Explain how the age of the solar system can be obtained by finding the age of rocks on Earth

5.1.12.A.2 5.1.12.D.1 5.4.12.A.2 9.1.12.A.1 HS-ESS1-6

AT Text 6.6 p. 144-152 AT TG 6.6 AT Text 6.7 p. 152-156 AT TG 6.7 AT C.6 Notes

Dating Rocks Relate rock age to solar system age Exit Ticket: If everything in the solar system formed at about the same time, how should the ages of meteorites on earth compare to each other?

2 Calculate the age of a rock based on the half life of radioactive elements

AT Text 7.4 More Precisely p. 172-173

Meteorite date data

Radiometric Dating Lab What radioactive isotopes are used in dating rocks? Why do we use these? Make your own example: make up a radioactive element, name

it, assign it a half life, and figure out how much would be left after 1 billion years.

2 Review Unit

Concepts

Place all objects in the solar system on a three dimensional diagram

AT Text C. 6 Review p. 156-159 AT Text C.14 Review p. 363-365

Review games

AT Text Conceptual Self-Test p. 157,364 PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of solar system AT TB C. 6 & 14 Questions Unit assessment

INSTRUCTIONAL FOCUS OF UNIT

Our understanding of how the solar system formed is based on collecting evidence of things we can observe today. Students will use critical thinking to relate such evidence to the formation of solar system. They will also develop essential math skills by calculating ages of rock. Classify objects in the solar system based on description or position Compare and contrast inner and outer planets Place steps in the formation of the solar system in chronological order and describe each step Apply the physics concept of angular momentum to account for rotation and revolution Calculate age of solar system using radiometric data collected from meteorites on Earth Present evidence the supports the current theory of how the solar system formed

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 5: Tell a friend- one student tells the other a story using 3 related terms (terms: meteor, meteorite, meteoroid) Strategy 4: Venn Diagram- use Venn Diagram to compare terms (protoplanet and protosun)

Accretion Angular momentum Asteroid Asteroid belt Coma Comet Condensation nuclei Dwarf planet Half-life

Ion tail Jovian Kuiper belt Meteor Meteor shower Meteorite Meteoroid Oort cloud Orbital inclination

Orbital plane Planet Planetesimal Protoplanet Protosun Radioactive decay Ring Satellite Terrestrial

ASSESSMENT

1. What do all of the inner planets have in common? a. They all have rings. b. They all have abundant liquid water. c. They all have many moons. d. They all are small and have rocky surfaces.

2. What shape are the orbits of most comets? a. long, narrow ellipses b. circles c. nearly circular ellipses d. spherical

3. The asteroid belt is located a. between Earth and Mars. b. between Mars and Jupiter. c. between Jupiter and Saturn. d. between Saturn and Uranus.

4. Meteoroids usually come from a. debris from other planets. b. the solar wind. c. meteorites. d. comets or asteroids.

5. When a meteoroid enters Earth’s atmosphere, it produces a streak of light called a(n) a. meteor. b. asteroid. c. meteorite. d. comet.

6. Venus and Earth are much alike in terms of a. their size and density. b. their rates of rotation. c. their atmospheres. d. their direction of rotation.

7. Saturn’s rings are made up mostly of

a. nitrogen and helium. b. ice and water vapor. c. volcanic dust particles. d. chunks of ice and rock.

8. Uranus is different from most other planets because it a. is the farthest from the sun. b. is mostly nitrogen and helium. c. rotates on its side. d. has the most moons.

9. Which planet by itself contains the majority of mass of all the planets? a. Jupiter b. Saturn c. the earth d. Venus

10. What is true about solar system densities? a. The denser planets lie closer to the Sun. b. The asteroids all have about the same density. c. Saturn has the same density as water. d. Planetary density increases with increasing distance from the Sun.

11. What aspects of the planets orbits are nearly the same for most planets? a. orbital period and shape b. shape and tilt from the ecliptic c. shape and distance from the Sun d. orbital period and distance from the Sun

12. The Kuiper Belt is found where in the solar system? a. beyond the orbit of Neptune b. among the orbits of the terrestrial planets c. between the orbits of Mars and Jupiter d. between the orbits of Jupiter and Uranus

13. A meteorite is a. a chunk of space debris that has struck the ground. b. a streak of light in the atmosphere. c. an icy body with a long tail extending from it. d. a chunk of space debris orbiting the Earth.

14. The tail of a comet always points a. toward the Sun and disappears at perihelion. b. toward Earth and never varies. c. away from the Sun and disappears at perihelion. d. away from the Sun and becomes longest and brightest at perihelion.

Open-Ended: 15. How do the atmospheres of terrestrial worlds compare with the jovians?

16. Name three properties of the solar nebula still seen in planet orbits. 17. In addition to Earth, which planets are represented in the diagram to the right? 18. What is the role of dust in the condensation theory? 19. For what reasons do we consider the planets of the solar system to be of two fundamentally different types? 20. Contrast the orbits of comets and asteroids.

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Density and planet formation role of density in planetary features B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Classifying Planets organize data to classify planets 9.4 21st Century Career and Technical Education:

O. Science, Technology, Engineering & Mathematics Career Cluster 9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Radiometric Dating Lab calculate age of rock using half life data

MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller

segments 11. Tape lectures or provide a peer note-taker

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions

PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 4: Stars Total Number of Days: 39 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. Why does the Sun have such a strong gravitational pull and massive amounts of energy?

2. How does solar activity affect the Earth?

3. How are stars classified? 4. How can stars have a life-cycle? 5. Why are massive stars essential for the formation of black

holes and heavy elements?

1. The Sun contains most of the mass of the solar system and is fueled by the fusion of hydrogen into helium.

2. Solar activity varies, sometimes producing large flares that affect Earth’s radio communications and cause Auroras.

3. Stars are classified by their size and brightness. 4. Stars are formed with a limited amount of fuel that eventually runs out. 5. Massive stars explode into supernovas and produce the heavier

elements in the universe and can collapse into black holes.

PACING CONTENT SKILLS Standard

(CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic

Description of what students will be able to do

see appx. TEXT Astronomy

Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment Chapters

16,17,19,20

1 The Sun’s Atmosphere

Differentiate between the photosphere, chromosphere and corona. Create a diagram of the layers of the Sun’s atmosphere.

HS-ESS1-1 5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 5.4.12.A.3 9.1.12.A.1 9.1.12.B.1

AT Text 16.3 p. 397-400 AT TG 16.3 AT C.16 Notes

Sun Overview NASA Sun’s Atmosphere

Feature of Sun activity Exit Ticket: List two ways in which the spectrum of the solar corona differs from that of the photosphere.

2 Explain how solar wind is created and its influence on Earth’s magnetic sphere. Compile a list of conditions necessary for the formation of auroras.

AT Text 16.5 p. 405-409 AT TG 16.5 AT C.16 Notes AT Text 7.5 p. 180-182 AT TG 7.5 AT C.7 Notes

Earth’s Magnetic Field Aurora photos and explanation

Aurora and magnetic sphere How are solar winds, auroras, and solar flares interrelated? Postcard: Write a postcard to your friend about your visit to Norway and your first experience seeing the aurora

AT Text Discovery p.409

borealis.

1 Find the relationship between sunspots, solar flares, solar wind, and prominences.

AT Text 16.4 p. 400-405 AT TG 16.4 AT C.16 Notes

Solar atmospheric occurrences

Plot Sunspot data What is the cause of sunspots, flares, and prominences? Find the pattern: Look at data about sunspots and find trend

2 Analyze data on past solar activity and compare to changes in solar polarity.

AT Text 16.4 p. 400-405 AT TG 16.4 AT C.16 Notes

Sun cycles Looking at the data Why does the sun have a solar cycle and how long is it? 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

1 Sun’s structure

Illustrate the layers of the Sun and identify where various solar processes occur.

HS-ESS1-1 5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.12.D.3 5.4.12.A.3 9.1.12.A.1 9.1.12.B.1

AT Text 16.1 p. 390-392 AT TG 16.1 AT Text 16.2 p. 392-397 AT TG 16.2 AT C.16 Notes AT TB C.16

Solar structure

Solar Structure Activity Name and briefly describe the main regions of the Sun Quiz: Sun’s atmosphere

1 Explain the process of fusion within the Sun’s core.

AT Text 16.6 p. 410-414 AT TG 16.6 AT C.16 Notes

Detailed solar fusion

Making the Sunshine What is the law of conservation of mass and energy? How is it relevant to nuclear fusion in the Sun? Draw it: draw what you imagine fusion to look like

1 Create a timeline on a diagram of the Sun’s interior to illustrate the transfer of heat from the Sun’s core to the surface.

AT Text 16.6 p. 410-414 AT TG 16.6 AT C.16 Notes

Solar Convection

Sun’s transfer of heat Describe how energy generated at the center of the Sun reaches Earth. Clicker Questions: sun’s structure

2 Compare the temperature in each of the Sun’s layers. Calculate the Sun’s lifespan based on its

AT Text 16.6 p. 410-414

Temperature data

Depletion of Helium How hot is the solar surface

Helium and Hydrogen content. AT TG 16.6 AT C.16 Notes

Sun’s age compared to the solar core? AT Text Self Test 5-6 p. 418

2 Compare and contrast how the different types of spectra are created. Analyze spectral lines from the Sun to determine which elements are present in the Sun.

AT Text 16.3 p. 397-400 AT TG 16.3 AT C.16 Notes AT TB C.16 AT Text C.16 Chapter Review p. 417-419

Understanding spectra

Analyzing Spectra What are absorption and emission lines? What do they tell us about the properties of the gas producing them? Test: Sun Structure

2 Measuring and

Classifying the Stars

Convert from parallax to parsecs.

HS-ESS1-3 5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.2.12.D.3 5.4.12.A.3 9.1.12.A.1 9.1.12.B.1

AT Text 17.1 p. 422-425 AT TG 17.1 AT C.17 Notes

parsec Convert parallax to parsecs Mathematically, how is parallax and parsecs related? Predict: If the parallax shift increases what happens to the amount of parsecs

2 Calculate stellar distances using parallax shift.

AT Text 17.1 p. 422-425 AT TG 17.1 AT C.17 Notes

Measuring with parallax

Find distance to star using parallax Measure real life using parallax Why can’t astronomers use simultaneous observations from different parts of Earth’s surface to determine stellar distances? Quiz: parallax and parsecs

1 Compare and contrast apparent, absolute magnitude, and luminosity.

AT Text 17.2 p. 425-427 AT TG 17.2 AT C.17 Notes

Magnitude Comparing magnitudes (activity 16) Exit Ticket: Two stars are observed to have the same apparent magnitude. Based on this information, what, if anything, can be said about their luminosities?

1 Calculate the luminosity of a star using apparent magnitude and distance.

AT Text 17.2 p. 425-427 AT TG 17.2 AT C.17 Notes

Luminosity Calculate luminosity What two values are needed to calculate a star’s luminosity?

Quick quiz: Calculate the luminosity of two examples

1 Classify stars by temperature according to the star’s spectrum.

AT Text 17.3 p. 427-431 AT TG 17.3 AT C.17 Notes AT Text More Precisely p. 430

Interpret spectra

Temperature from simulated spectra Why does a star’s spectrum depend on its temperature? Journal: Describe what you have found out about stars and what you still do not understand.

2 Determine a star’s size based on luminosity and temperature

AT Text 17.4 p. 431-434 AT TG 17.4 AT C.17 Notes

Star Size Star size activity Exit Ticket: How does a star’s size affect its luminosity and temperature?

2 Classify a star as a white dwarf, main sequence, giant or supergiant by using the H-R diagram. Compare the Sun to the other classifications of stars.

AT Text 17.5 p. 434-437 AT TG 17.5 AT C.17 Notes AT Text C.17 review p. 445-447 AT TB C.17

Using H-R diagram H-R diagram

H-R diagram activity What information is needed to plot a star on the Hertzsprung-Russell diagram? Test: The Stars

2 Star Life Cycles

Explain how the mass and composition of a star determine properties such as temperature, luminosity, and diameter.

HS-ESS1-3 5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 5.2.12.D.3 5.4.12.A.3 9.1.12.A.1 9.1.12.B.1

AT Text 19.1 p. 470-472 AT TG 19.1 AT C.19 Notes

Simple article life cycle

Properties of stars What distinguishes a collapsing cloud from a protostar and a protostar from a star? AT Text Discovery p. 479

2 List and describe the steps of stellar formation in terms of length of time and process.

AT Text 19.2 p. 472-477 AT TG 19.2 AT C.19 Notes

protostars animation of formation

Stellar Formation cards Briefly describe the basic chain of events leading to the formation of a star like the Sun. Mini Timeline: make a timeline of stage 1 – 6 of star formation

1 Star Clusters

Explain why stars form in clusters AT Text 19.6 p. 486-491 AT TG 19.6 AT C.19 Notes AT TB C.19

Star clusters Quiz: Forming Stars

AT Text C.19 review p. 491-493

2 Stellar Evolution

Compare the life cycle of the Sun with other main sequence stars Compare and contrast the life cycle of a massive star and a main sequence star.

AT Text 20.1 p. 496 AT TG 20.1 AT Text 20.2 p. 496-502 AT TG 20.2 AT C.20 Notes AT TB C.20

Stellar Evolution Flow Chart

Star Lives Why is the depletion of hydrogen in the core of a star such an important event? Quiz: Stellar Evolution

1 Distinguish properties necessary for a neutron star to progress to a supernova.

AT Text 20.4 p. 509-512 AT TG 20.4 AT C.20 Notes

Supernova Supernova model What occurs in a massive star to cause it to explode? Draw it: What do you think a stellar explosion looks like?

1 Compare the evolution of stars with different masses.

AT Text 20.3 p. 502-509 AT TG 20.3 AT C.20 Notes

Mass dependence of main sequence

Compare life cycle different masses How do stars of low mass die? How do stars of high mass die? Venn it: Compare and contrast low and high mass star death using a Venn Diagram

2 Create a flow chart showing the different pathways a star can take during its life cycle.

AT Text C.20 AT TG C.20 AT C.20 Notes AT Text C.20 Review p. 517-519 AT TB C.20

Star Lives Make a flow chart star lives What stages does a star have to go through to go supernova? Test: Stellar Evolution

2 Review Unit

Concepts

Create timeline of stellar processes AT Text C.16 Review p. 417-419 AT Text C.17 review p. 445-447 AT Text C.19 review p. 491-493

Review of stellar processes

AT Text Conceptual Self-Test p. 418, 446, 492, 519 PowerPoint Jeopardy Review Game using Qwizdom clickers

AT Text C.20 Review p. 517-519

1 Unit Assessment

Assess knowledge of stellar processes AT TB C.16 AT TB C.17 AT TB C.19 AT TB C.20

Astronomy quizzes

Unit Assessment

INSTRUCTIONAL FOCUS OF UNIT

Stars have a very complicated life cycle that depends on many factors. Students will use critical thinking to predict the outcome of a particular star based on its mass and size. Students will have to organize data to classify a star and compare to properties of our Sun. The Sun’s structure and affects on Earth Types of Stars and how they are classified using the H-R diagram Formation of Stars from dust particles in a nebula Life cycle of stars and how an individual star’s live cycle depends on its mass and fuel supply Stellar explosions and the formation of neutron stars and black holes

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 2: Teach a friend- pair of students gets 3 terms each, individually read definintion, read example use in sentence, and small paragraph. Students will alternate teaching their partner their words (terms: set 1-corona, photosphere, chromosphere set 2 sunspot, prominence, solar flare)

Strategy 3: Graph-Ic- Using two similar terms, create a graphic for each term focusing on the differences (terms: fission and fusion)

Absolute magnitude Apparent magnitude

Luminosity class Magnetic field

Radiation zone Red giant

Aurora Binaries Black dwarf Black hole Chromosphere Convective zone Corona Fission Fusion Hertzsprung-Russell (H-R) diagram Luminosity

Main sequence Nebula Neutron star Nova Parallax Parsec Photosphere Prominence Protostar Pulsar

Solar cycle Solar flare Solar wind Spectrum Spicules Sunspot Sunspot cycle Supernova Variable star White dwarf

ASSESSMENT

1. If a star appears to move back and forth relative to other stars over a six-month period, this motion is due to the star's a. transverse motion. b. radial motion. c. parallax shift. d. Doppler shift.

2. What are the two most important intrinsic properties used to classify stars? a. mass and age b. luminosity and surface temperature c. distance and luminosity d. distance and surface temperature

3. What physical property of a star does the spectral type measure? a. density b. luminosity c. temperature d. mass

4. Stars that have masses similar to the Sun's, and sizes similar to the Earth are a. main sequence stars. b. white dwarfs. c. red giants. d. red dwarfs.

5. On the H-R diagram, the Sun lies a. at the top left. b. at the bottom left. c. at the bottom right. d. about the middle of the main sequence.

6. The light we see from the Sun comes from which layer? a. troposphere b. chromosphere c. photosphere

d. ionosphere 7. How many planet Earths could fit inside the Sun?

a. 110 b. about a thousand c. a little over a million d. almost ten million

8. From inside out, which is in the correct order for the structure of the Sun? a. core, convective zone, radiative zone b. photosphere, radiative zone, corona c. radiative zone, convective zone, chromosphere d. core, chromosphere, photosphere

9. How long does the sunspot cycle last, on average? a. between 25 and 35 days b. 365.25 days c. about seven years d. about 11 years

10. Sunspots are dark splotches on the Sun. Which statement is true? a. They are hotter than the surrounding areas of the Sun. b. They are extremely cold objects, as cold as Pluto. c. They are extremely hot, but cooler than the surrounding areas of the Sun. d. They are solid bodies floating on the surface of the Sun.

11. The solar wind is a stream of electrically charged particles that extend outward from the sun’s a. chromosphere. b. photosphere. c. corona. d. core.

12. The sun produces energy by a. attracting it with the force of gravity. b. nuclear fission. c. burning fuels such as oil. d. nuclear fusion.

13. Our Sun, along with most of the stars in our neighborhood probably formed about a few million years ago. a. 10 million years ago. b. hundreds of millions of years ago. c. billions of years ago. d. at the beginning of the universe.

14. What is the force that keeps a main sequence star from blowing apart? a. Magnetism b. Gravitation c. The strong force d. Radiation pressure

15. How long does it take for a star like our Sun to form? a. 100 thousand years b. two million years c. fifty million years d. one billion years

16. The single most important determinant of the temperature, density, radius, luminosity, and pace of evolution of a protostar is its a. chemical composition. b. magnetic field. c. spin. d. mass.

Open-Ended: 17. Presently, what is happening to the helium in the sun's core? 18. What is the relationship between a star's mass and it's lifetime? 19. Why are spectra of stars different? 20. What are some complications that interfere with star formation? 21. What event marks the birth of a new star?

Essay: 22. Explain what is meant by the solar cycle. What role does magnetism play? 23. How is distance determined to the nearest stars? How far out can this technique be applied? How many stars can be measured in this

way? 24. What are some sources of the shock waves that initiate star formation?

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Doppler effect critical thinking making connections between multiple events B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Plot Sunspot data organize and graph data F. Accountability, Productivity, and Ethics

9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

Measure real life using parallax students must work together to measure 9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

Example: STEAM project regarding global warming and the competing views regarding how to address it. 9.4 21st Century Career and Technical Education:

O. Science, Technology, Engineering & Mathematics Career Cluster 9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and

career opportunities H-R diagram activity plot stars on H-R graph

MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller

segments 11. Tape lectures or provide a peer note-taker

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 5: Large Scale Structure of Universe Total Number of Days: 25 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. How is large-scale structure of the Universe defined?

2. Which types of objects are described when studying the large-scale structure of the Universe?

3. How are most large-scale structures detected?

1. Large-scale structure refers to very massive or distant parts of the universe.

2. Large-scale structures include galaxies, clusters, quasars, and black holes. 3. These structures are detected by their massive gravitational effect.

PACING CONTENT SKILLS Standard

(CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic Description of what students will be able to

do see appx. TEXT

Astronomy Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment Chapters 23-25

2 The Milky Way

Determine the size and shape of the Milky Way, as well as the Earth’s location within it.

HS-ESS1-2 5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 5.4.12.A.4 9.1.12.A.1 9.1.12.B.1

AT Text 23.1 p. 578-579 AT TG 23.1 AT Text 23.2 p. 579-586 AT TG 23.2 AT C.23 Notes

Earth in Milky way Size comparison to earth

Your Galactic Address Exit Ticket: Why do we see the Milky Way as a band of light across the sky?

2 Chronicle the steps of the formation of the Milky Way.

AT Text 23.4 p. 589-595 AT TG 23.4 AT C.23 Notes

Formation of the Milky Way

Timeline milky way formation Other than scale, in what important way does galaxy formation differ from star formation? Quiz: formation of the Milky Way

1 Diagram and label features of the Milky Way.

AT Text 23.2 p. 579-586 AT TG 23.2

Milky way map Make model of Milky Way Can variable stars be used to map

AT Text 23.3 p. 586-589 AT TG 23.3 AT C.23 Notes

out the structure of the Galactic disk? Label it: Label 4 features of the Milky Way

1 Account for the unobservable mass that makes up of 90% of the galaxy.

AT Text 23.6 p. 595-599 AT TG 23.6 AT C.23 Notes AT TB C.23 AT Text C.23 review p. 603-605

Milky Way Quiz Weighing a galaxy Describe two techniques for measuring the mass of a galaxy. Test: Milky Way

1

Galaxies and Clusters

Classify galaxies based on characteristics.

HS-ESS1-2 5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.2.12.D.4 5.4.12.A.4 9.1.12.A.1 9.1.12.B.1

AT Text 24.1 p. 608-614 AT TG 24.1 AT C.24 Notes

Types of galaxy pictures Galaxy classification

Classify galaxies Describe the contents of the Local Group. How much space does it occupy compared with the volume of the Milky Way Galaxy? Draw it: Draw a cluster of 30 galaxies. Make sure to represent all three types of galaxies

1 Compare the size of galaxies, clusters, and superclusters.

AT Text 24.2 p. 614-619 AT TG 24.2 AT C.24 Notes

Size comparison

Deep Field Views Why do astronomers believe that galaxy clusters contain more mass than we can see? 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

1 Infer how observations of galaxies and clusters lead to the idea that the universe is expanding.

AT Text 24.3 p. 619-623 AT TG 24.3 AT TB C.24 AT C.24 Notes

Redshift Doppler effect and shifts What conditions are necessary to observe a blue shift? Red shift? Quiz: galaxies and clusters

1

Calculate the velocity of a distant galaxy using the Hubble constant and distance.

AT Text 24.3 p. 619-623 AT TG 24.3 AT Text More precisely p. 622

Redshift and speed Doppler equations

Plot and determine galactic speed Exit Ticket: How is Hubble’s law used by astronomers to measure distances to galaxies?

AT C.24 Notes

1 Rank galaxies according to distance from Earth using redshift values.

AT Text 24.3 p. 619-623 AT TG 24.3 AT Text More precisely p. 622 AT C.24 Notes

Very distant objects

Redshift and distance Why do astronomers prefer to speak in terms of redshifts rather than distances to faraway objects? Quick Write: Without stopping describe what most confused you about using redshifts to measure distance.

2 Model the redshifts of galaxies that result from expansion.

AT Text 24.3 p. 619-623 AT TG 24.3 AT TB C.24 AT Text C.24 review p. 635-637 AT C.24 Notes

Classic Model Model redshifts How does the rate of expansion of the Universe need Earth compare to the rate of expansion 100 light years away? Test: Galaxies and clusters

1 Speed of light

Relate the speed of light to the light-year unit of distance.

AT Text 1.6 p. 24-28 AT TG 1.6 AT C.1 Notes

Speeding light Speeding Light What does it mean to say that the measured speed of a light beam is independent of the motion of the observer? Apply: Given the speed of sounds, explain why you see lightning before you hear the thunder.

1 Calculate the amount of time it takes light to travel to the Earth from distant light sources.

AT Text 1.6 p. 24-28 AT TG 1.6 AT C.1 Notes

Travel times for light

Traveling at the speed of light What does the speed of light depend on? 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

1 Conclude how looking at distant sources of light is the same as looking back in time.

AT Text 1.6 p. 24-28 AT TG 1.6 AT C.1 Notes

Looking back in time Light and time

Back in time How far back in time are we seeing when we look at the sun? Quiz: Speed of light

1 Black holes Create a timeline of events necessary for the formation of a black hole.

HS-ESS1-2 5.1.12.A.1 5.1.12.A.2 5.1.12.D.1 5.1.12.D.2 5.2.12.D.1 5.4.12.A.4 9.1.12.A.1 9.1.12.B.1

AT Text 22.5 p. 555-557 AT TG 22.5 AT C.22 Notes

Black holes NASA black holes Formation article

Formation of black hole Why would you never actually witness an infalling object crossing the event horizon of a black hole? Journal: Write a story about your journey into a black hole.

1 Locate black holes within the universe based on gravitational data.

AT Text 22.6 p. 557-561 AT TG 22.6 AT C.22 Notes

Locating black holes

Search for black holes What is an event horizon? Exit Ticket: If black holes take in light, how can we find them in space?

.5 Explain the role of a supermassive black hole at the center of a galaxy.

AT Text 22.8 p. 564-571 AT TG 22.8 AT C.22 Notes

Milky way black hole News black hole

Milky Way Black hole Exit Ticket: Why do astronomers believe that a supermassive black hole lies at the center of the Milky Way Galaxy?

1.5 Calculate the density of massive objects in the universe.Compare and contrast the density of black holes to other massive objects in the universe.

AT Text 22.8 p. 564-571 AT TG 22.8 AT TB C.22 AT C.22 Notes

Structure of black hole

Model Black hole Use your knowledge of escape speed to explain why black holes are said to be "black." Quiz: Black holes

1 Quasars Describe the properties of quasars. Describe the role that quasars play in the evolution of galaxies.

HS-ESS1-2 5.4.12.A.4 9.1.12.A.1

AT Text 25.5 p. 656-663 AT TG 25.5 AT C.25 Notes

Quasar article with video

Bright or Far What evidence do we have that quasars represent an early stage of galactic evolution? Draw it: draw a picture of a quasar and a star.

1 Compare the luminosity and size of quasars to other luminous objects in the universe.

AT Text 25.5 p. 656-663 AT TG 25.5 AT TB C.25 AT TB C.22 AT C.25 Notes

Quasar Quiz

Quasar comparisons Why did astronomers initially have difficulty recognizing quasars as very luminous, very distant objects? Test: black holes, light speed, quasars

2 Review Unit Concepts

Review questions and study guide AT Text C.22 review AT Text C.23 review AT Text C.24 review AT Text C.25 review

Science taboo review game

AT Text Conceptual Self-Test p. 57 PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of galaxies AT TB C.22 AT TB C.23 AT TB C.24 AT TB C.25

Unit Assessment

INSTRUCTIONAL FOCUS OF UNIT

Students will create timelines, calculate, classify, and apply critical thinking skills by examining the large scale structure of our universe. Describe our home galaxy, the Milky Way, in terms of properties, size, and location. Classify galaxies by shape and describe how they form. Define clusters and superclusters. Explain the role of black holes and how they form. Describe the properties of quasars and explain their role in galactic evolution.

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 2: Think-Restate-Pair-Share – Using textbook definition and explanation, come up with a definition that a 2nd grader could understand (terms: galactic cluster, galactic disk, galactic bulge)

Strategy 6: Name that structure- students will play game using dice and a board that had diagrams of galaxy structure. Where

the dice lands, the student has to identify the structure. The student advances the number of spaces on the dice if they get it correct. (terms: barred-spiral galaxy, irregular galaxy, elliptical galaxy, galactic bulge, galactic center, galactic disk, galactic halo, galactic nucleus)

Barred-spiral galaxy Binary Black body Black hole Dust lanes Elliptical galaxy Galactic bulge

Galactic cannibalism Galactic center Galactic disk Galactic halo Galactic nucleus Galaxy cluster Globular clusters

Irregular galaxy Quasar Radio galaxy Seyfert galaxy Supercluster The Local Group

ASSESSMENT

1. According to Hubble's Law, the greater a galaxy's redshift, the a. closer it is to us. b. younger it is. c. faster it's approaching us. d. farther it is from us.

2. The part of the Milky Way we are most familiar with is the: a. Corona. b. Galactic Disk. c. Halo. d. Galactic Bulge.

3. Which is the correct description of the Sun's location within the Milky Way? a. at the outer edge of the galactic bulge but in the plane of the disc b. in the disc but at its outer edge c. above the disc and about one-third of the galactic radius from the center d. in the disc and about one-half a galactic radius from the center

4. What perception of the Milky Way Galaxy did astronomers have in 1900? a. They believed that the Earth rested inside concentric spheres, with the Milky Way stars fixed to the outermost sphere. b. They believed that the Milky Way was one of billions of galaxies in the universe. c. They believed that the Milky Way was the entire universe. d. They believed that, because the Sun was at the center of the Milky Way, it was impossible to see the rest of the universe.

5. Most of the new star formation in the Galaxy is found in the a. halo. b. spiral arms. c. galactic center. d. globular clusters.

6. From the Sun, the distance to the Galactic Center is about a. 8 pc. b. 8,000 pc. c. 100,000 pc. d. 225 million pc.

7. The Galactic Year is the time for our solar system to orbit the Galaxy; it is about a. 15 million years. b. 225 million years. c. 4.5 billion years. d. 9.6 billion years.

8. From Earth, the view of the Milky Way is a thin band of stars across the night sky. The part of the Milky Way galaxy that is described here is the

a. bulge. b. spiral arm. c. disk. d. halo.

9. The greatest variation in size, mass, and luminosity occurs in a. globular clusters. b. elliptical galaxies. c. spiral and barred spiral galaxies. d. type I vs type II irregulars.

10. What is the nearest huge cluster of thousands of galaxies, to which the Local Group may belong? a. The Great Wall b. Coma Cluster c. Virgo Cluster d. Corona Borealis Cluster

11. Which of the following paraphrases Hubble Law? a. The faster the galaxy spins, the more massive and luminous it is. b. The greater the distance to a galaxy, the greater its redshift. c. The greater the distance to a galaxy, the fainter it is. d. The more distant a galaxy is, the younger it appears.

12. Which sequence of formation by age is correct, oldest to youngest? a. dark nebulae, planetary nebulae, emission nebulae b. spiral arms, bulge, halo c. halo, spiral arms, globular clusters d. globular clusters, emission nebulae, open clusters

13. That quasars were at cosmological distances yet appeared like ordinary faint stars meant: a. they were the brightest stars ever observed. b. they must be very large. c. they must contain many O and B type stars. d. they must be producing such large quantities of energy than even fusion could not explain their output.

14. Not only does the central engine of active galaxies and quasars require a black hole, but also ________ to provide the radiate energy. a. globular clusters for food b. a very strong magnetic field from neutron stars c. a source of high-energy electrons for synchrotron radiation d. an accretion disk of infalling matter

15. The further away a galaxy is a. the older it is. b. the further ahead in the future it will exist. c. the longer ago it existed. d. the larger it appears.

16. Collisions between galaxies a. are much rarer than collisions between stars. b. can turn elliptical galaxies into spirals. c. cause large numbers of stars to collide and explode. d. cause the gas and dust clouds to collide, leading to rapid star formation.

Open-Ended: 17. Describe our location in the Milky Way. 18. What is the evidence to support the existence of a black hole at the center of the Milky Way? 19. Why is it that the quasars we see represent a time when the universe was younger? 20. Why do astronomers speak in terms of redshifts rather than distances to faraway objects?

Essay: 21. List at least one naked-eye observation that is consistent with the ancient idea that Earth is at the center of the Milky Way. 22. List at least one naked-eye observation that is inconsistent with the notion that Earth is at the center of the Milky Way. 23. Why do we believe there is dark matter? 24. Briefly describe how Hubble classified the galaxies visually. 25. The cosmological principle calls for the distribution of galaxies to be homogeneous. On the large scale, is this true?

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers

9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Weighing a galaxy critical thinking B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Back in time Interpreting data 9.4 21st Century Career and Technical Education:

O. Science, Technology, Engineering & Mathematics Career Cluster 9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Redshift and distance calculate distance using redshifts

MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS

Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller segments 11. Tape lectures or provide a peer note-taker

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 6: Cosmology Total Number of Days: 20 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. How and when did the universe form?

2. How was all the matter in universe formed?

3. How do scientists support the Big Bang theory?

4. How are large-scale structures in the universe distributed?

5. What is dark matter and dark energy?

6. What is the shape of the universe?

7. What is the fate of the universe?

1. The universe began 14 billion years ago in a explosive expansion known as the Big Bang.

2. All matter in the universe was created at the time of the Big Bang, which over time has been converted into all the elements on the periodic table through stellar fusion and supernovae.

3. Scientists find evidence in the universe today to support the theory that the universe started as the Big Bang.

4. Objects in the universe are evenly spaced and look the same from any vantage point.

5. Dark matter makes up about 27% of the universe and dark energy makes up about 68% of the universe. Both are not well understood but play an important role in the universe.

6. The universe is thought to be one of three shapes: closed (spherical), flat, or open (shaped like a saddle).

7. The universe has an undermined fate. It will either continue to expand forever or collapse.

PACING CONTENT SKILLS Standard (CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic

Description of what students will be able to do

see appx. TEXT Astronomy

Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment Chapters 26-27

1 The Big Bang

Compare and contrast theories on how the universe formed.

HS-ESS1-2 5.1.12.A.1 5.1.12.A.2 5.1.12.B.3 5.1.12.D.1 5.1.12.D.2

AT Text 27.1 p. 690-692 AT TG 27.1 AT C.27 Notes

Theories other than Big Bang

Cosmic Calendar Why does Hubble’s Law imply a Big Bang? Quick Write: without stopping write what you think existed before the big bang.

2 Describe the process of redshift and its relation to the Doppler effect. Collect data on the redshift of galaxies and determine that the universe is expanding.

5.4.12.A.5 5.4.12.A.6 9.1.12.A.1 9.1.12.B.1

AT Text 27.2 p. 693-696 AT TG 27.2 AT C.27 Notes

Video redshift evidence

Redshift and Big Bang How does the cosmological redshift relate to the expansion of the universe? Draw it: Make a diagram of redshift and blueshift

1 Identify the origin of cosmic microwave background radiation and describe how it is detectable today.

AT Text 26.7 p. 683-685 AT TG 26.7 AT C.26 Notes

CMB evidence CMB video

CMB radiation activity Exit Ticket: What is the cosmic microwave background, and why is it so significant?

2 Argue that the Big Bang is best theory for the origin of the universe based on evidence from redshift and cosmic microwave radiation.

AT Text 27.3 p. 697-700 AT TG 27.3 AT C.27 Notes

Big Bang Evidence

Evidence of Big Bang Cards How does cosmic microwave background radiation and red-shift support current Big Bang Theory? Quiz: big bang evidence

2 Create a timeline of Big Bang events. AT Text 27.4 p. 700-704 AT TG 27.4 AT C.27 Notes

Timeline Big Bang Events How long did the Big Bang last? 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

1 Model the expansion of the universe using a balloon.

AT Text 26.2 p. 670-673 AT TG 26.2 AT C.26 Notes

There is no middle

Model Expansion with Balloon Where did the Big Bang occur? Journal: Bend your mind and think about this question. If the universe is expanding, what is it expanding into?

2 Formation of heavy elements

List the elements created in the Big Bang that made up all matter of the universe. Explain have additional elements were formed after the Big Bang. List the conditions necessary to create heavy elements.

HS-ESS1-2 5.1.12.A.1 5.1.12.D.1 5.4.12.A.5 5.4.12.A.6 9.1.12.B.1

AT Text 27.5 p. 705-706 AT TG 27.5 AT TB C.27 AT C.27 Notes

Nucleosynthesis

Cosmic Connections Heavy Elements Why were only hydrogen and helium formed immediately following the Big Bang, as opposed to heavier elements? Test: Big Bang

2 Structure of Compare the flat, closed, and open HS-ESS1-2 AT Text 26.4 Shape of Universe Shape

Universe and

distribution

possible shapes of the universe in terms of density and expansion. Compile evidence supporting the idea that the universe is flat.

5.1.12.A.1 5.1.12.D.2 5.4.12.A.5 5.4.12.A.6 9.1.12.B.1

p. 675-677 AT TG 26.4 AT C.26 Notes

universe Exit Ticket: What is cosmic inflation? How does inflation solve the horizon problem? The flatness problem?

2 Describe the distribution of objects in the universe as homogenous and isotropic.

AT Text 26.1 p. 668-669 AT TG 26.1 AT C.26 Notes

Cosmological Principle

Spongy Universe What are voids? What is the distribution of galactic matter on very large (more than 100 Mpc) scales? Quiz: structure of universe

2 Fate of the universe

Predict what will happen to the universe if it reaches critical density. Propose why the universe has only two possible fates: collapse or expansion.

HS-ESS1-2 5.1.12.B.3 5.1.12.D.1 5.4.12.A.5 5.4.12.A.6 9.1.12.A.1

AT Text 26.3 p. 673-675 AT TG 26.3 AT C.26 Notes

Fate of universe

Writing Task Fate of Universe Why do astronomers think the universe will expand forever? Why are we unlikely to experience the Big Crunch? Test: Structure and Fate of Universe

2 Review Unit

Concepts

Review questions and study guide AT Text C.26 review AT Text C.27 review

AT Text Conceptual Self-Test p. 57 PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of cosmology AT TB C.26 AT TB C.27

Unit Assessment

INSTRUCTIONAL FOCUS OF UNIT

Students will generate more questions than answers in the study of the formation and fate of the universe. Students will develop questioning skills and abstract thinking. Formation of the universe and the Big Bang theory Models of the shape of the universe Evidence of Big Bang and expansion Formation of original matter, the first elements, and sequence of events leading up to today Fate of the universe

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s)

AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan Lesson plans, demos, answer key to textbook questions, and additional resources

AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 1: Storyboard the Big Bang – create a comic strip/ story board of the events of the Big Bang (terms: Big Bang Theory, gravitational singularity, primordial synthesis)

Strategy 4: Use common roots, suffixes, and prefixes to decipher meaning of terms (examples: anti-, uni-, inter-, iso-, pri-,ex ,trophic, -ology) (terms: antimatter, antiquark, cosmology, universal recession, exotic particles, interstellar matter, isotropic, primordial synthesis,)

Antimatter Antiquark Big Bang theory Blue shift Closed universe Cosmic background radiation Cosmic microwave background Cosmological principle Cosmology Critical density Dark matter

Exotic particles Flat universe Fundamental force Grand Unification Gravitational singularity Hubble’s law Inflation Inflationary epoch Interstellar matter Isotropic

Nucleosynthesis Open universe Planck Plasma Primordial synthesis Quark Redshift Universal recession Vacuum

ASSESSMENT

1. Homogeneity and isotropy, taken as assumptions regarding the structure and evolution of the universe, are known as: a. Obler's Paradox. b. Hubble's Law. c. Wien's Law. d. the Cosmological Principle.

2. The concept that the direction of observation does not matter overall is a. relativity. b. homogeneity. c. universality. d. isotropy.

3. The concept that on the grandest of scales, the universe is similar in appearance everywhere is

a. special relativity. b. general relativity. c. homogeneity. d. isotropy.

4. The presently accepted value of the Hubble constant gives an age of a. 4.5 billion years. b. 8-9 billion years. c. 14 billion years. d. 18 billion years.

5. The center of the universe a. is the Sun. b. is Earth. c. is where the Big Bang happened. d. does not exist anywhere in space.

6. The expansion rate of the Universe is a. increasing. b. decreasing. c. different in different directions. d. constant.

7. Homogeneity and isotropy, taken as assumptions regarding the structure and evolution of the universe, are known as: a. Wien's Law. b. Hubble's Law. c. the Grand Unified Theory. d. the Cosmological Principle.

8. If the density of the universe is greater than critical, then a. the Universe will continue expanding forever. b. the universe is flat, and Euclid is right. c. the universe will end up as nothing but black holes. d. the universe is closed, gravity wins, and will shrink to the Big Crunch.

9. The luminous matter in the universe accounts for what percent of the total mass of the universe? a. about 27% b. less than 4% c. 100% d. about 73%

10. The center of the universe a. is Earth. b. is the Sun. c. does not exist anywhere in space. d. is the Milky Way.

11. What is the meaning of a "closed" universe? a. The universe will slow down and stop expanding in an infinite amount of time.

b. The universe is already collapsing back into another cycle. c. The universe will expand forever. d. The universe is in a steady state, with constant replacement of matter and energy.

12. The concept that on the grandest of scales, the universe is similar in appearance everywhere is a. universality. b. general relativity. c. isotropy. d. homogeneity.

13. In the Grand Unified Theory, the superforce was a. a union of the gravitational, strong and weak nuclear, and electromagnetic forces. b. a union of all matter and energy. c. a union of the weak and electromagnetic forces. d. only dark energy.

14. The Big Bang formed a. only helium. b. all elements found in nature now. c. all elements up to iron. d. hydrogen and helium, but nothing else.

15. Gravity becomes separate from the other forces at the a. end of the Planck Era, about 10 to power of ((-43)) seconds after the Big Bang. b. decoupling Event, about a million years after the Big Bang. c. beginning of particle production, about .0001 seconds into the universe. d. end of the Inflationary Epoch, about 10 to power of ((-32)) seconds into creation.

16. What key event took place during the atomic epoch? a. The universe expanded and cooled enough for electrons to orbit protons. b. Atoms in the universe collected to form stars and galaxies. c. The universe expanded and cooled enough to allow the first particles to appear. d. The neutrinos were created.

17. What is the Big Bang? a. The creation of matter and the universe. b. The event that started the expansion of the universe. c. An enormous explosion that organized all matter in the universe. d. An explosion that spewed matter all over the universe.

18. The presently accepted value of the Hubble constant gives an age of a. 4.5 billion years. b. 8-9 billion years. c. 14 billion years. d. 18 billion years.

19. The redshift of the galaxies is correctly interpreted as a. placing our Galaxy near the center of the Local Group. b. a Doppler shift due to the random motions of galaxies in space.

c. the differences in temperatures and star formation in old and young galaxies. d. space itself is expanding with time, so the photons are stretched while they travel through space.

20. What does the Hubble law imply about the history of the universe? a. The Milky Way lies exactly at the center of this expansion. b. The red shifts will lengthen with time due to dark energy. c. The red shifts will turn to blue shifts as universe contraction follows the expansion. d. The universe had a beginning and has expanded since, giving it a finite age.

Open-Ended: 21. What is the study of cosmology? 22. How does dark energy affect the expansion of the Universe? 23. Why were elements heavier than helium not produced during the Big Bang? 24. Where did the Big Bang occur?

Essay: 25. Contrast dark matter and dark energy with respect to their roles in the future of the universe. 26. What are the three possible types of universe and what features distinguish them? 27. Where did the Big Bang occur? 28. Describe the separation of the superforce and the effect it had on the Universe.

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

CMB radiation activity solve problem using critical thinking B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Evidence of Big Bang Cards organize data and make connections F. Accountability, Productivity, and Ethics

9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

Spongy Universe students must work together to create model of homogenus/isotropic universe 9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

Redshift and Big Bang convincing the world that Big Bang occured 9.4 21st Century Career and Technical Education:

O. Science, Technology, Engineering & Mathematics Career Cluster 9.4.12.O.1: Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Writing Task Fate of Universe

MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS

Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller

segments 11. Tape lectures or provide a peer note-taker

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

Unit 7: Observing the Universe Total Number of Days: 24 Grades: 11-12 Course: Astronomy

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

1. How did the invention of the telescope influence science?

2. How do telescopes work?

3. What space based methods can we use to observe the universe?

4. How has the space program influenced our lives on Earth? 5. Why is astronomy such a dynamic science?

1. The use of scientific instruments, specifically the optical telescope, led to great advancements in the understanding of our universe.

2. Telescopes work by collecting radiation, which can be converted into a picture.

3. Satellites, probes, rovers, and manned space shuttles are used to collect data about objects within our solar system.

4. Technological advances that were developed by the space program have influenced our lives.

5. Astronomy is a very dynamic science because new discoveries are made everyday.

PACING CONTENT SKILLS Standard (CCCS/ NGSS)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

Days 1 day = 42

min Basic Topic Description of what students will be able to

do see appx. TEXT

Astronomy Today

OTHER (tech)

Learning Activity (hyperlink)

Exit Ticket Question

Assessment Chapters 3 & 5

2 Radiation Draw and label a diagram of the electromagnetic spectrum.

5.1.12.A.1 5.1.12.D.1 5.1.12.D.2 9.1.12.B.1

AT Text 3.3 p. 65-68 AT TG 3.3 AT C.3 Notes

EM spectrum Differences between radiation types Venn it: Use a Venn diagram to compare and contrast gamma rays and radiowaves

2 Compare and contrast the wavelengths and properties of the different types of radiation. Classify colors of visible light by wavelength

AT Text 3.3 p. 65-68 AT TG 3.3 AT TB C.3 AT C.3 Notes

Diagram EM Colorful wavelengths

Making Waves Activity Refraction and Visible Light In what sense are radio waves, visible light, and X-rays one and the same

phenomenon? Quiz: EM spectrum

2 Telescopes Compare and contrast optical reflecting and refracting telescopes. List the advantages and drawback of optical telescopes.

5.1.12.A.1 5.1.12.D.1 5.1.12.D.3 9.1.12.A.1 9.1.12.B.1

AT Text 5.1 p. 100-104 AT TG 5.1 AT C.5 Notes

Optical telescopes

Create a timeline of advances in telescopes Optics Activity Quick Quiz: Why is Earth's atmosphere a problem for optical astronomers? What can they do about it?

2 Create a working model of a reflecting optical telescope.

AT Text 5.1 p. 100-104 AT TG 5.1 AT C.5 Notes

Simple reflecting

Build a telescope Alternate build a telescope Why do modern telescopes use mirrors to gather and focus light? 3-2-1: List 3 things you found out, 2 interesting things, and 1 question you still have.

2 Compare and contrast telescopes collect radiation other than visible light.

AT Text 5.5 p. 114-118 AT TG 5.5 AT Text 5.6 p. 118-120 AT TG 5.6 AT C.5 Notes

What can they see?

Comparing Telescopes Exit Ticket: Cosmic radio waves are very weak, and the resolution of radio telescopes is often poor, so what can astronomers home to learn from radio astronomy?

2 Describe techniques that are used to improve observations made by land-based telescopes.

AT Text 5.4 p. 111-114 AT TG 5.4 AT TB C.5 AT C.5 Notes

Overcoming the atmosphere

Improving telescopes Give two reasons why astronomers need to build very large telescopes. Test: telescopes

1 Space based observations

Describe the factors that allow space-based telescopes to have greater resolution.

5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.1.12.C.3 5.1.12.B.3 5.1.12.A.1 9.1.12.A.1 9.1.12.B.1

AT Text 5.7 p. 121-128 AT TG 5.7 AT C.5 Notes

Hubble space telescope

Telescopes in space Exit Ticket: List two scientific benefits and two drawbacks of placing telescopes in space.

2 Create a timeline of the history of unmanned and manned space exploration.

AT Text 28.2 p. 722-724 AT TG 28.2 AT C.28 Notes

Space events Make a timeline Exploring Space Why was there a space race?

Journal: Would you ever consider being an astronaut?

2 Predict how your life would be impacted if the satellites orbiting Earth stopped working.

AT Text 28.2 p. 722-724 AT TG 28.2 AT C.28 Notes

A day without satellites Types of satellites

Types of satellites What are satellites and why do we have so many? Tell a story: Tell you grandchildren about satellites and why we used them.

2 Find things that you use on a daily basis that were originally created by NASA.

AT Text 28.2 p. 722-724 AT TG 28.2 AT C.28 Notes

NASA spinoff Impacts of space travel What is space spinoff? Do you sleep on it? Test: space based observations

2 Current Events

Collect and organize a list of new discoveries made in the field of astronomy.

5.1.12.C.3 5.1.12.D.1 9.1.12.B.1

Current event article rubric example

Astronomy News Sky and Telescope Universe Today Space.com Exit Ticket: What advances or discoveries have been made recently in the field of astronomy?

2 Review Unit Concepts

Review questions and study guide AT Text C.28 review AT Text C.5 review AT Text C.3 review

AT Text Conceptual Self-Test p. PowerPoint Jeopardy Review Game using Qwizdom clickers

1 Unit Assessment

Assess knowledge of space observations AT TB C.3 AT TB C.5 AT TB C.28

Unit Assessment

INSTRUCTIONAL FOCUS OF UNIT

Students will find out more about how scientific instruments can extend our ability to make observations. They will develop classification skills and get a historical perspective of the space program and technological advances in science. Electromagnetic spectrum and types of radiation Types of Telescopes Space based observations and exploration History of space program Technological advances (space spinoff) Current events

RESOURCES AND ABREVIATIONS USED

AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON 2.1 – chapter.section of textbook C. – Chapter p. - page(s) AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

Lesson plans, demos, answer key to textbook questions, and additional resources AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan

ACADEMIC VOCABULARY Marzano’s Six Strategies for Teaching Vocabulary:

1. YOU provide a description, explanation or example. (Story, sketch, power point) 2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)

Using Marzano’s Strategy 3: Picture it – create a picture of the given term (terms: light pollution, focus, remote sensing) Strategy 4: Create a chronological flow chart (terms: optical telescope, radar, radio telescope, refracting telescope, space

probe, adaptive optics, infrared telescope) Adaptive optics Aperture Convex lens Electromagnetic spectrum Focal length Focus High-energy telescope Hubble Space Telescope

Infrared telescope Interferometer Light pollution Optical telescope Radar Radio telescope Reflecting telescope

Refracting telescope Remote sensing Resolving power Space probe Space shuttle Space spinoff Space station

ASSESSMENT

1. What is the primary purpose of an astronomical telescope? a. To magnify and make distant objects appear closer. b. To measure the intensity of light very accurately. c. To access wavelengths that we cannot see visually. d. To collect a lot of light and bring it to a focus.

2. The process occurring when photons bounce off a polished surface is called: a. diffraction. b. refraction. c. reflection. d. dispersion.

3. Which type of telescope has the simplest light path?

a. prime focus reflector b. single lens refractor c. achromatic refractor d. Newtonian reflector

4. The tendency of a wave to bend as it passes from one transparent medium to another is called: a. reflection. b. dispersion. c. refraction. d. diffraction.

5. What problem do refractor telescopes have that reflectors don't? a. diffraction limited resolution b. light loss from secondary elements c. chromatic aberration d. spherical aberration

6. Why are most large telescopes reflectors, not refractors? a. Large lenses deform under their own weight, but mirrors can be supported. b. Reflectors do not suffer from chromatic aberration like refractors do. c. Large, very clear lenses are harder to cast than more tolerant mirror blanks. d. All of the above are correct.

7. Which design has a convex primary mirror and flat secondary mirror, with the eyepiece located on the top side of the telescope tube? a. refractor b. Newtonian reflector c. Cassegrain reflector d. prime focus reflector

8. About how many stars are visible on a clear, dark night with the naked eye alone? a. a few dozen b. a few hundred c. a few thousand d. tens of thousands

9. It is diffraction that limits the ________ of a telescope's objective. a. magnification b. resolution c. light grasp d. wavelengths

10. What is the resolving power of the telescope? a. the ability to make distant objects appear closer b. the ability to collect a lot of light c. the ability to detect very faint objects d. the ability to distinguish adjacent objects in the sky

11. Diffraction is the tendency of light to: a. spread around corners.

b. separate into its component colors. c. bend through a lens. d. disperse within a prism.

12. What type of telescope is the Hubble Space Telescope? a. refractor b. prime focus c. newtonian d. cassegrain

13. A mountain top is an especially good site for infrared telescopes since: a. you are above most of the carbon dioxide and water vapor in the atmosphere. b. the cold weather helps the sensitivity of infrared detectors. c. less air above means better seeing in many cases. d. All of the above are factors.

14. Radio dishes are large in order to: a. attract funding from NASA and the NSF. b. give greater magnification. c. increase their angular resolution and collect the very weak radio photons. d. increase the range of waves they can collect.

15. The name of the new Infrared Orbiting Observatory is the: a. Hubble Space Telescope. b. Compton Observatory. c. Spitzer Space Telescope. d. Chandra Orbiting Telescope.

Open Ended 16. Contrast image formation in reflectors and refractors. 17. Which reflector telescope would be the easiest to construct, and why? 18. Why doesn't the Hubble Space Telescope need adaptive optics? 19. Why do stars appear to twinkle?

Essay 20. You are going to construct a new optical observatory, and money is no object. Other than putting it into space, what factors will affect

your decision for its location on Earth?

21. What are some advantages of radio telescopes over optical scopes?

21ST CENTURY SKILLS/Cross Curricular Standards

21st Century Life and Careers 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Space Disaster predict consequences B. Creativity and Innovation

9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Optics Activity collect data and analyze F. Accountability, Productivity, and Ethics

9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas. Impacts of space travel

MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS Modifications: 1. Less complex reading level 2. Shortened assignments 3. Different goals 4. IEP modifications for summative and

formative assessments

Accommodations: 1. Preferential seating 2. Have students work in pairs 3. Assistive technologies 4. Three options on multiple choice exams 5. Larger print 6. Fewer problems on each page 7. More time 8. Test administered in a quieter setting 9. Tests read orally 10. Chunking assignments into smaller segments 11. Tape lectures or provide a peer note-taker

Extensions: 1. Alternative assignments 2. Independent studies 3. Mentoring of other students

APPENDIX (Teacher resource extensions)

Astronomy Today 8th Edition- Chaisson/McMillan PEARSON

Instructor Notes Test bank questions PowerPoint Notes Concept checks Clicker questions PowerPoint figures and diagrams

APPENDIX

Standards

NJ Core Curriculum Content Standards

21st Century Life and Careers

9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem Solving 9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.

Example: in classroom and home assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.

B. Creativity and Innovation 9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.

Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and models.

C. Collaboration, Teamwork, and Leadership 9.1.12.C.5: Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or project.

Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.

D. Cross-Cultural Understanding and Interpersonal Communication 9.1.12.D.1: Interpret spoken and written communication within the appropriate cultural context.

Example: Students will respond to presentations and technical texts. E. Communication and Media Fluency

9.1.12.E.2: Generate digital media campaigns in support or opposing a current political, social, or economic issue. Example: Students will produce power point and other presentations regarding scientific issues that impact society

at large. F. Accountability, Productivity, and Ethics

9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

Example: students are expected to work diligently in laboratory and classroom activities 9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.

Example: STEAM project regarding global warming and the competing views regarding how to address it.

9.4 21st Century Career and Technical Education: O. Science, Technology, Engineering & Mathematics Career Cluster

9.4.12.O.1: Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via oral presentations and written reports.

9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate the relationships between quantities.

9.4.12.O.3: Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities

Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.

9.4.12.O.4: Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.

Example: students will read technical articles and utilize a variety of methods to communicate their findings.

Science

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

5.1.12.A.1: Content Statement: Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. CPI: Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.

5.1.12.A.2: Content Statement: Interpretation and manipulation of evidence-based models are used to build and critique arguments/explanations. CPI: Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories.

5.1.12.A.3 Content Statement: Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. CPI: Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence.

B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.

5.1.12.B.1: Content Statement: Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. CPI: Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data.

5.1.12.B.2: Content Statement: Mathematical tools and technology are used to gather, analyze, and communicate results. CPI: Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.

5.1.12.B.3: Content Statement: Empirical evidence is used to construct and defend arguments. CPI: Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

5.1.12.B.4: Content Statement: Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions. CPI: Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.

C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. 5.1.12.C.1:

Content Statement: Refinement of understandings, explanations, and models occurs as new evidence is incorporated. CPI: Reflect on and revise understandings as new evidence emerges.

5.1.12.C.2: Content Statement: Data and refined models are used to revise predictions and explanations. CPI: Use data representations and new models to revise predictions and explanations.

5.1.12.C.3: Content Statement: Science is a practice in which an established body of knowledge is continually revised, refined, and extended as new evidence emerges. CPI: Consider alternative theories to interpret and evaluate evidence-based arguments.

D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.

5.1.12.D.1: Content Statement: Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. CPI: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

5.1.12.D.2:

Content Statement: Science involves using language, both oral and written, as a tool for making thinking public. CPI: Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.

5.1.12.D.3: Content Statement: Ensure that instruments and specimens are properly cared for and that animals, when used, are treated humanely, responsibly, and ethically. CPI: Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

5.2.12.D.1 Content Statement: The potential energy of an object on Earth’s surface is increased when the object’s position is changed from one closer to Earth’s surface to one farther from Earth’s surface. CPI: Model the relationship between the height of an object and its potential energy

5.2.12.D.3 Content Statement: Nuclear reactions (fission and fusion) convert very small amounts of matter into energy. CPI: Describe the products and potential applications of fission and fusion reactions.

5.2.12.D.4 Content Statement: Energy may be transferred from one object to another during collisions. CPI: Measure quantitatively the energy transferred between objects during a collision.

5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces 5.2.12.E.3

Content Statement: The motion of an object changes only when a net force is applied. CPI: Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion.

5.2.12.E.4 Content Statement: The magnitude of acceleration of an object depends directly on the strength of the net force, and inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force. CPI: Measure and describe the relationship between the force acting on an object and the resulting acceleration.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of

gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.

5.4.12.A.1 Content Statement: Prior to the work of 17th-century astronomers, scientists believed the Earth was the center of the universe (geocentric model). CPI: Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17th-century astronomers to displace the geocentric model of the universe.

5.4.12.A.2 Content Statement: The properties and characteristics of solar system objects, combined with radioactive dating of meteorites and lunar samples, provide evidence that Earth and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. CPI: Collect, analyze, and critique evidence that supports the theory that Earth and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.

5.4.12.A.3 Content Statement: Stars experience significant changes during their life cycles, which can be illustrated with a Hertzsprung-Russell (H-R) Diagram. CPI: Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models.

5.4.12.A.4 Content Statement: The Sun is one of an estimated two hundred billion stars in our Milky Way galaxy, which together with over one hundred billion other galaxies, make up the universe. CPI: Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe.

5.4.12.A.5 Content Statement: The Big Bang theory places the origin of the universe at approximately 13.7 billion years ago. Shortly after the Big Bang, matter (primarily hydrogen and helium) began to coalesce to form galaxies and stars. CPI: Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago.

5.4.12.A.6 Content Statement: According to the Big Bang theory, the universe has been expanding since its beginning, explaining the apparent movement of galaxies away from one another. CPI: Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding universe.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.

F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.

5.4.12.F.1 Content Statement: Global climate differences result from the uneven heating of Earth’s surface by the Sun. Seasonal climate

variations are due to the tilt of Earth’s axis with respect to the plane of Earth’s nearly circular orbit around the Sun. CPI: Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth’s axis with respect to the plane of its orbit around the Sun.

Next Generation Standards Earth and Space Sciences

HS-Space Systems

HS-ESS1-1: 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. Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11- year sunspot cycle, and non-cyclic variations over centuries. Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.

Science and Engineering Practices: Developing and Using Models: Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Disciplinary Core Ideas ESS1.A: The Universe and Its Stars: The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. PS3.D: Energy in Chemical Processes and Everyday Life: Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation.

Crosscutting Concepts Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

Connections to other HS DCI HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. HS.PS3.A: Definitions of Energy: o Energy is a quantitative property of a system that depends on the motion and interactions of matter and

radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.

o At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

Connections to Common Core ELA/Literacy RST .11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Connections to Common Core Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context. HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HS-ESS1-2: 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. Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).

Science and Engineering Practices: Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. o Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including

students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and law s that describe the natural world operate today as they did in the past and will continue to do so in the future.

Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas ESS1.A: The Universe and Its Stars: o The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their

movements, and their distances from Earth. o The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured

composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.

o Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced w hen certain massive stars achieve a supernova stage and explode.

PS4.B: Electromagnetic Radiation: Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities.

Crosscutting Concepts Energy and Matter: Energy cannot be created or destroyed– only moved between one place and another place, between objects and/or fields, or between systems. Connection to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology: Science and engineering complement each other in the cycle known as research and development(R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. Connection to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. Science assumes the universe is a vast single system in which basic laws are consistent.

Connections to other HS DCI HS.PS1.A: Structure and Properties of Matter: Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. HS.PS3.A: Definitions of Energy: o Energy is a quantitative property of a system that depends on the motion and interactions of matter and

radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.

o At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.

HS.PS3.B: Conservation of Energy and Energy Transfer: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. HS.PS4.A: Wave Properties: The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.

Connections to Common Core ELA/Literacy RST .11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Connections to Common Core Mathematics MP.2: Reason abstractly and quantitatively. HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context. HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements. Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime. Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.

Science and Engineering Practices: Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information in 9–12 builds on K –8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs. o Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and

performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

Disciplinary Core Ideas ESS1.A: The Universe and Its Stars: o The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their

movements, and their distances from Earth. o Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all

atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced w hen certain massive stars achieve a supernova stage and explode.

Crosscutting Concepts Energy and Matter: In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

Connections to other HS DCI HS.PS1.A: Structure and Properties of Matter: Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.

Connections to Common Core ELA/Literacy WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Connections to Common Core Mathematics MP.2: Reason abstractly and quantitatively.

HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons. Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.

Science and Engineering Practices: Using Mathematical and Computational Thinking: Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. o Use mathematical or computational representations of phenomena to describe explanations.

Disciplinary Core Ideas ESS1.B: Earth and the Solar System: Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions

with, other objects in the solar system. Crosscutting Concepts

Scale, Proportion, and Quantity: Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). Connection to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology: Science and engineering complement each other in the cycle known as research and development(R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.

Connections to other HS DCI HS.PS2.B: Types of Interactions: o Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and

predict the effects of gravitational and electrostatic forces between distant objects. o Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can

transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

Connections to Common Core Mathematics

MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context. HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Rubrics Three-Point Essays HOW TO WRITE 3-POINT ESSAYS

PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed

PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence

PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence

PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence

PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points

HOW TO SET UP YOUR PAPER

Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD TOP LINE --- Write the TITLE of the ARTICLE SKIP ONE LINE Write the OUTLINE of your paper:

I. Introduction II. (Write your 1st point) III. (Write your 2nd point) IV. (Write your 3rd point) V. Conclusion

SKIP ONE LINE and BEGIN WRITING YOUR PAPER

Lab Report Rubric

Excellent (4 pts) Good (3 pts) Adequate (2 pts) Needs Work (1 pt)

Not attempted (0)

Introduction

1. Includes the question to be answered by the lab 2. states hypothesis that is based on research and/or sound reasoning 3. title is relevant.

One of the "excellent" conditions is not met, two conditions met

Two of the "excellent" conditions is not met , one is met

Introduction present, no exemplary conditions met

Methods Description or step-by-step process is included, could be repeated by another scientist

Description included, some steps are vague or unclear

The description gives generalities, enough for reader to understand how the experiment was conducted

Would be difficult to repeat, reader must guess at how the data was gathered or experiment conducted

Data and Analysis

Results and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels are included

Results are clear and labeled, trends are not obvious or there are minor errors in organization

Results are unclear, missing labels, trends are not obvious, disorganized, there is enough data to show the experiment was conducted

Results are disorganized or poorly recorded, do not make sense ; not enough data was taken to justify results

Conclusions

1. Summarizes data used to draw conclusions 2. Conclusions follow data (not wild guesses or leaps of logic), 3. Discusses applications or real world connections 4. Hypothesis is rejected or accepted based on the data.

3 of 4 of the "excellent" conditions is met

2 of the 4 excellent conditions met

1 of the 4 excellent conditions met

Format and Lab Protocols

Lab report submitted as directed, and on time. Directions were followed, stations were cleaned. All safety protocols followed.

Most of the excellent conditions were met; possible minor errors in format or procedures

Some of the excellent conditions met, directions were not explicitly followed, lab stations may have been left unclean or group not practicing good safety (such as not wearing goggles)

Student did not follow directions, practiced unsafe procedures, goofed around in the lab, left a mess or equipment lost

Total (out of 20 )

Internet Resources for Astronomy

UNL Astronomy Education http://astro.unl.edu/

Printable ranking worksheets http://astro.unl.edu/interactives/

Online Textbook http://www.teachastronomy.com/textbook

Project Ideas http://ia.terc.edu/

Sunspot Lab http://www.pbs.org/wgbh/nova/education/activities/2912_galileo.html

Glossary http://wps.prenhall.com/wps/media/objects/610/625137/Chaisson/GLOSSARY/GLOSSARY.HTM

From Stargazers to Starships by David P. Stern (General Astronomy Reference) http://www.phy6.org/stargaze/Sintro.htm

References

NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release NJCCCS – New Jersey Core Curriculum Content Standards for Science:

- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education, February 9, 2011