Download Critical Content/Concept Web

Critical Content/Concept Web
Unit Topic:
Exploring the Sky
Conceptual Lens:
Grade:
Unit Overview
History and Evidence
9-12
History





Mapping The Sky

Early
Geo vs Heliocentric
Galileo
Kepler
Newton
o
o
Coordinate System
Altitude & Azimuth
Ascension & Declination

Planispheres

Constellations
Unit Topic:
Exploring the Sky
Light and Spectra


Electromagnetic
Spectrum
Spectroscopy
Atomic Emission and
absorption
o Blackbody radiation
Motion

o

Telescopes
o
o
Lunar Motion
Phases
Eclipses
o
Solar Motion
Seasons


Celestial Motion
This unit introduces the student
to the history of our knowledge
of the universe, the evidence we
use to support that knowledge
and the system we use to map
the sky. The basic motion of
the earth and other objects and
the result of those motions are
reviewed.
Grade: 9-12
Subject: Astronomy
Unit: Exploring the Sky
Lens: History and Evidence
Enduring Understandings
1. Scientific explanations change over time when new
evidence conflicts with the existing theory.
8-9.PS.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
8-9.PS.1.2.2 Develop models to explain concepts or systems.
8-9.PS.1.2.3 Develop scientific explanations based on knowledge, logic, and analysis.
2. Technological advances enable science to collect new
evidence to support or disprove theories.
8-9.ES.5.2.1 Explain how science advances technology.
8-9.ES.5.2.2 Explain how technology advances science.
8-9.ES.5.2.3 Explain how science and technology are pursued for different purposes.
Guiding Questions
1. What is the geocentric model of the solar system /
universe?
2. Why would people watching the sun, moon and stars
believe the geocentric model?
3. What evidence called the geocentric model into
question?
4. Does additional evidence support the heliocentric
model?
1. Historically, what technological advances have changed
our understanding of the universe?
2. How has that technology changed our understanding?
3. Comparing Galileo’s telescope with the Hubble
telescope, does science advance technology? How and
Why?
4. Does technology advance scientific understanding? How
and why?
Grade: 9-12
Subject: Astronomy
Unit: Exploring the Sky
Lens: History and Evidence
Enduring Understandings
3. Matter emits or absorbs electromagnetic radiation (light)
in unique ways.
8-9.PS.2.4.4 State the basic electrical properties of matter.
8-9.PS.2.4.5 Describe the relationships between magnetism and electricity.
5. Celestial objects move in predictable ways creating
predictable cycles.
8-9.ES.1.1.1 Explain the scientific meaning of system, order, and organization.
8-9.ES.1.1.2 Apply the concepts of order and organization to a given system.
8-9.ES.1.3.1 Measure changes that can occur in and among systems.
8-9.ES.1.3.2 Analyze changes that can occur in and among systems.
8-9.ES.1.3.3 Measure and calculate using the metric system.
8-9.PS.2.2.1 Explain motion using Newton’s Laws of Motion.
Guiding Questions
1. What is the electromagnetic spectrum?
2. How do we divide the spectrum?
3. Why have telescopes been developed to “see” light in
frequencies other than visible?
4. What is a spectroscope?
5. How do we use the fact that each element emits or
absorbs electromagnetic energy in a unique way and
therefore has a unique spectral signature?
1. Why do earth’s seasons change?
2. Why do the phases of the moon change?
3. Do the constellations in the sky change in a predictable
pattern?
4. How do the motions of celestial objects effect what we
observe from earth?
Grade: 9-12
Subject: Astronomy
Unit: Exploring the Sky
Lens: History and Evidence
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. Why people believed the universe was geocentric
2. The evidence Galileo used to prove the universe
was heliocentric
3. Kepler’s laws of planetary motion
4. How Kepler’s Laws advance support the
heliocentric model
5. Newton’s Laws of Motion
6. Newton’s Gravitational Constant
7. The terms associated with the coordinate system
8. The 3 circumpolar constellations
9. The Electromagnetic Spectrum
10. How absorption and emission occur in atoms
11. All objects have a blackbody curve
12. How telescopes use the electromagnetic spectrum
13. The reason the moon has phases
14. Why eclipses occur and the earth has seasons
15. The cause of apparent celestial motion
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Describe the evidence and explain why we moved
2.
3.
4.
5.
6.
7.
8.
from a geocentric to a heliocentric model of the
universe.
Use Newton’s gravitational constant to compute
the gravitational forces between two objects
Use a planisphere and the coordinate system to
locate an object in the sky.
Locate and identify the 3 circumpolar constellations
Identify the frequency band on the
electromagnetic spectrum used by different
telescopes
Explain the relationship between frequency,
wavelength and energy levels on the EM Spectrum
Identify and explain the difference between an
absorption and emission spectrum
Create a model demonstrating how motion creates
the lunar phases, eclipses, seasons and apparent
celestial motion
AC
Grade: 9-12
Subject: Astronomy
Unit: Exploring the Sky
Lens: History and Evidence
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Solar Systems
Conceptual Lens:
Grade:
Unit Overview
Models and Evidence
9-12
Formation of a Solar
System

Components of Our
Solar System




Solar Nebula
Hypothesis
o Gravitational collapse
o Condensation,
differentiation and
accretion

Age of the Solar
System
Sun
Terrestrial Planets
Jovian Planets
Debris
Unit Topic:
Solar Systems
Astrobiology

Life on Earth
o Origin of Life
o Geological Time

Locating Other Systems

o
SETI
Drake Equation
Exploration of Our
Solar System


Past Missions
Planned Missions
This unit introduces the student to
the formation and evolution of our
solar system. Stellar evolution, the
component parts of our solar
system, their composition and
formation are introduced. The
conditions for life and search for life
are covered. How we “know what
we know” about our system will be
addressed through space
exploration missions and dating
techniques.
Grade: 9 - 12
Subject: Astronomy
Unit: Our Solar System
Lens: Models and Evidence
Enduring Understandings
1. The Solar Nebula Hypothesis explains how the
fundamental forces in our universe act on matter to form
solar systems.
8-9.ES.4.1.1 Explain the current scientific theory that suggests that the solar system
formed from a nebular cloud of dust and gas.
8-9.PS.2.4.2 Explain the processes of fission and fusion.
2. We make assumptions about the conditions required for
life based on our knowledge of life on earth. These
assumptions determine where and how we look for life in
our universe.
8-9.ES.4.2.1 Explain the internal and external energy sources of the earth
8-9.ES.4.1.3 Show how interactions among the solid earth, oceans, atmosphere, and
organisms have changed the earth system over time.
Guiding Questions
1.
2.
3.
4.
What is a force?
How does a force effect objects?
What are the 4 fundamental forces in the universe?
What effect does gravity have on matter /objects in
space?
5. If objects are massive enough can they generate
enough pressure in their core to fuse atoms releasing a
strong nuclear force?
6. Does our understanding gravity and fusion support the
Solar Nebula Hypothesis of solar system formation?
1. What are the conditions necessary for life?
2. Did the discovery of thermal vent in the ocean depths
change or concept of the conditions for life?
3. If you were looking for life on other planets or systems
what would you be looking for based on our
understanding of the conditions for life?
4. How does what we know about life influence where we
look for life?
Grade: 9 - 12
Subject: Astronomy
Unit: Our Solar System
Lens: Models and Evidence
Enduring Understandings
3. We have developed various methods of estimating time
on the geologic scale.
8-9.ES.4.1.2 Identify methods used to estimate geologic time.
Guiding Questions
1.
2.
3.
4.
5.
How old is the universe?
How old is the earth?
How did we arrive at those ages?
Are they absolute ages?
What are the methods used to estimate geological
times?
Grade: 9 - 12
Subject: Astronomy
Unit: Our Solar System
Lens: Models and Evidence
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The stages of the Solar Nebula Hypothesis
2. Methods used to determine the age of objects
in our solar system
3. The components of our solar system
4. The composition of objects in our solar
system
5. The conditions on earth that make it suitable
for life
6. How those “conditions for life” dictate our
search for life elsewhere
7. Techniques used to locate extra-solar planets
8. What SETI is
9. The implications of the Drake Equation
10. How past exploration has enhanced our
understanding of the solar system and
universe
11. Why we continue to explore our universe
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Determine the age of an object using
radiography (half life)
2. Explain how objects in the solar system were
formed
3. Compare and contrast objects in the solar
system
4. Predict where in the universe life might be
found
5. Explain how past and future space
explorations have contributed to our
knowledge of the universe
AC
Grade: 9 - 12
Subject: Astronomy
Unit: Our Solar System
Lens: Models and Evidence
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
Stars
Conceptual Lens:
Grade:
Unit Overview
Models and evidence
9-12
Our Sun
Stellar Evolution

Solar Spectrum

Star Formation

Stellar Structure


Internal Processes
Apparent vs. Absolute
Magnitudes

HR Diagrams

Stellar Mass
Unit Topic:
Stars
Distance in Space

Parallax

Cephieds
o
o
High Mass Stars
Low Mass Stars
This unit focuses on the life cycle of
stars, what they are composed of
and how they function. Star
classification and how we use them
to determine distance in space is
also covered.
Grade: 9-12
Subject: Astronomy
Unit: Stars
Lens: Models and Evidence
Enduring Understandings
Guiding Questions
1. Stars have a life cycle that is determined by the mass of
the star.
1. Where are stars “born”?
2. How does the mass of a star determine how long it will
exist and how it will die?
3. How do we know what stars are made of?
4. What happens to object composed of hydrogen that
don’t have enough mass to create the internal pressure
necessary to start a fusion reaction?
5. Can stars be classified according to their mass?
8-9.ES.1.2.1 Use observations and data as evidence on which to base scientific
explanations.
8-9.ES.1.8.1 Analyze technical writing, graphs, charts, and diagrams.
8-9.ES.4.1.1 Explain the current scientific theory that suggests that the solar system
formed from a nebular cloud of dust and gas.
2. Stars manufacture the heavy elements in our universe
by fusing lighter elements into heavy elements.
8-9.PS.2.4.1 Describe the properties, function, and location of protons, neutrons, and
electrons.
8-9.PS.2.4.2 Explain the processes of fission and fusion.
1. What determines how many of the heavier elements a
star can fuse?
2. What is the sequence of fusion in a truly massive star?
3. How are heavier elements from a massive star
distributed into the universe?
4. How do the heavier elements end up in and on planets?
5. Do stars violate the Law of Conservation of Matter?
Explain.
Grade: 9-12
Subject: Astronomy
Unit: Stars
Lens: Models and Evidence
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1.
2.
3.
4.
5.
6.
The structure (layers) and composition of the sun
Fusion occurs in the core of the sun
The sun rotates and has cycles
The Nebular Theory for Star formation
The purpose and function of an HR Diagram
Why the spectra of stars changes along the
spectral sequence
7. Mass determines the life of a star
8. How stars create and distribute heavy elements
9. The difference between absolute and apparent
magnitude
10. How stars evolve off the main sequence on the
HR Diagram
11. The types of stars
12. High mass stars produce supernovae, neutron
stars and black holes
13. Low mass stars produce white dwarfs, and
planetary nebulae
14. Parallax, Cepheid’s and standard candles are
methods used to measure distance in space
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Create a model of the sun
2. Determine the composition of the sun by observing
the solar spectra
3. Compare the life cycles of stars with different
masses and their end products
4. Use the HR diagram to classify a star and
determine it’s characteristics
5. Use parallax to find the distance to an object
AC
Grade: 9-12
Subject: Astronomy
Unit: Stars
Lens: Models and Evidence
Instructional Plan/Activities
(Correlations)
Critical Content/Concept Web
Unit Topic:
The Universe
Conceptual Lens:
Grade:
Unit Overview
Models and Evidence
9-12
Our Milky Way

Formation

Structure
o
o
o

The Expanding
Universe
Big Bang
o


Evidence
Age of the Universe
o

Hubble’s Constant
Fate of the Universe
Galaxy Classification
o
Bulge, Disk, Halo
Spiral Arm
Size
Rotation

Galaxies
Unit Topic:
The Universe
Hubble Tuning Fork

Active Galaxies

Distance to Galaxies
o
Hubble’s Law
Building on concepts learned in
previous units students’ will
examine our milky way galaxy and
other galaxies. Students will
classify galaxies and determine
distances to galaxies using the work
of Edwin Hubble and others. Finally
students’ will examine the universe
based on what we know about
galaxies and their motion.
Grade: 9-12
Subject: Astronomy
Unit: The Universe
Lens: Models and Evidence
Enduring Understandings
Guiding Questions
1. Galaxies are large collections of gas and billions of stars
that interact as a system.
1.
2.
3.
4.
5.
6.
7.
2. The universe is a dynamic system and evidence suggest
it is getting larger.
1. What is a static system?
2. What is a dynamic system?
3. What evidence would suggest the universe is a dynamic
system?
4. What evidence would suggest the universe is growing?
8-9.PS.1.1.2 Apply the concepts of order and organization to a given system.
8-9.PS.1.6.4 Formulate scientific explanations and models using logic and evidence.
8-9.PS.1.6.5 Analyze alternative explanations and models.
How large are galaxies?
How do we classify galaxies?
How many galaxies are in the universe?
How many stars are in a galaxy?
How many potential solar system are in each galaxy?
What are the component parts of a galaxy?
Do all the parts of a galaxy move in some kind of
coordinated fashion?
8. What is the force behind that motion?
Grade: 9-12
Subject: Astronomy
Unit: The Universe
Lens: Models and Evidence
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The Milky Way is our spiral galaxy
2. Where our solar system is located in the
galaxy
3. How the Milky Way formed
4. The structure of the Milky Way
5. How stars and gas move in the galaxy
6. Where and how the Milky Way is forming
additional stars
7. Galaxies are classified by shape
8. The Hubble Tuning Fork is the tool used to
classify galaxies
9. The difference between active and inactive
galaxies
10. Hubble’s Law is used to calculate the distance
to other galaxies
11. The farther away the galaxy is the faster it is
moving
12. The Big Bang Theory is currently the most
widely accepted and supported explanation
for the formation of our universe
13. The universe is currently expanding
14. Evidence of that expansion is provided by red
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to do…
1. Explain how the Milky Way was formed
2. Create a model of the Milky Way indicating it’s
structure, direction of motion and the location
of our solar system
3. Classify Galaxies using the Hubble Tuning Fork
4. Describe the characteristics of an active galaxy
5. Describe the Big Bang Theory and explain how
evidence supports the theory
6. Determine the relative distances of a galaxies
given their recessional velocity
AC
shift and cosmic background radiation
15. The age of the Universe can be determined by
using Hubble’s Constant
Grade: 9-12
Subject: Astronomy
Unit: The Universe
Lens: Models and Evidence
Instructional Plan/Activities
(Correlations)