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Descriptiive Astrronomyy Unit 1: Solar cycle and age of stars Content Area: Science Course & Grade Level: Descriptive Astronomy, 11‐12 Summary and Rationale Descriptive Astronomy is the ideal vehicle for students to grasp the significance of the earth’s place in the universe as well as their own seemingly small but significant position. This course offers students a science elective that matches personal interests and ambitions. As the study of astronomy makes use of numerous principles from the fields of physics, chemistry, and mathematics it allows students to integrate several of the sciences as well as mathematics. This course encourages students to enhance and apply learning from their previous science courses. In this unit students explore the galaxy beyond our solar system. They study the life cycle of a typical star and discuss theories of the origins of the universe. Students will gain an appreciation of the vast amount of stellar data available, (mass, chemical composition and nuclear processes occurring, brightness, and spectral color) and will use this data to develop models of how stars function through their lifecycle (HR diagrams) and their age. Students will develop an understanding of how a star’s properties change throughout its life, and how scientists use this data to classify stars. Properties of a particular star, our Sun (its layers, magnetic field, size, age) are a focus of this unit. During their work, students will engage in the Science Practices of developing and use models, analyzing and interpreting data, and constructing scientific explanations within the framework of the Scale, Proportion, and Quantity Crosscutting Concept. Recommended Pacing 16 days NGSS Standards/Performance Expectations Standard 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. HS‐ESS1‐1 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.] 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 HS‐ESS1‐2 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).] Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and HS‐ESS1‐3 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.] Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. HS‐PS1‐8 [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] Instructional Focus Unit Enduring Understandings: ● It was previously thought that Earth was at the center of the universe, but it is now known that the Sun is the central and largest body in the Solar System. The Solar System includes Earth and other planets and their moons as well as other objects such as asteroids and comets. Objects in the Solar System are kept in predictable motion by the force of gravity. Our Solar System formed from a nebular cloud of gas and dust left over from dying stars that formed earlier. ● Stars have different properties. The Sun is a star that is close to the Earth. Stars form from gases in nebulae that coalesce due to gravitational attraction. When heated to a sufficiently high temperature, stars begin nuclear reactions, which convert matter to energy and fuse lighter elements into heavier elements. A star’s life cycle is predictable based on its initial mass. ● According to the “big bang” theory, the entire contents of the known universe expanded explosively into existence from a hot, dense state. The Universe has expanded for 13.7 billion years and will continue to expand forever. Unit Essential Questions: ● To what extent do the interactions of objects in our Solar System cause observable phenomena? ● Why is it necessary to use models to understand and explain the interactions of objects in the universe? ● How do we experience and measure the constancy or change in the universe? ● To what extent do evolution and equilibrium affect the predictable patterns observed in the universe? ● What is the role of form and function in the predictable patterns observed in the universe? ● How does the Sun provide heat and light? Content Statements: Students will know ● Stars have a specific lifespan that is primarily dependent on its initial mass. ● The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS‐ESS1‐1) ● The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. (HS‐ESS1‐ 2),(HS‐ESS1‐3) ● 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. (HS‐ESS1‐2) ● 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 when certain massive stars achieve a supernova stage and explode. (HS‐ESS1‐ 2),(HS‐ESS1‐3) ● The parts of the sun. ● How the parts of the atom relate to the structure and life cycle of stars. ● Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS‐PS1‐1) ● HS PS3‐D: Nuclear Fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation.(secondary to HS‐ESS1‐1) ● A perspective of Earth’s place in the universe. ● How to appreciate the value of using mathematics to model current scientific principles and facts. ● How to compare and evaluate various models to explain accepted phenomena. ● How to use data to develop models and draw conclusions. ● How to use appropriate technology to experience astronomical phenomena first hand. Ability Objectives: ● Describe the role of nuclear fusion in providing a star’s energy. ● Describe stellar evolution as currently understood through observational astronomy. ● Relate astronomical instruments to the type of observations made and how this information is used to model the universe. ● Evaluate the validity of current models of the universe utilizing information developed in this course. ● Observe and record positions of selected astronomical objects. ● Compare the characteristics of astronomical objects and systems beyond our solar system. ● Contrast various theories of the evolution of the universe, such as the Big Bang and the Steady State theory. ● Evaluate the technological benefits of space exploration. ● Use graphs, charts, and mathematical equations to form and support conclusions, such as a H‐R diagram. Sample Performance Tasks ‐ Specific for Unit 1: SWBAT: ● HS ESS 1‐1: Students will 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. [ESS1.A] [PS3.D] This task can be accomplished via the HR Diagram graphing activity. ● Students will develop and use a model to examine the changes in a star’s density as it progresses through its lifecycle. ● Students will model the relative sizes of stars as they progress through their lifecycle, examining the hydrogen:helium ratio of a star’s core as it ages. ● Students will model the scale of energy released by a star’s fusion process as compared to the scale of energy released by chemical reactions in everyday life. NGSS Practices: Developing and Using Models NGSS Crosscutting Concept: Scale, Proportion, and Quantity; Energy and Matter NGSS DCIs: (HS ESS1‐1, HS PS3‐D) Resources Core Text: Project Star: Science Teaching Through Its Astronomical Roots, Coyle, et.al., Kendall/Hunt. ISBN 0‐7872‐6015‐0, Suggested Resources: http://www.nextgenscience.org/sites/default/files/Appendix%20E%20‐
%20Progressions%20within%20NGSS%20‐%20052213.pdf Appendix F (Science and Engineering Practices): http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engi
neering%20Practices%20in%20the%20NGSS%20‐%20FINAL%20060513.pdf Appendix G (Crosscutting Concepts): http://www.nextgenscience.org/sites/default/files/Appendix%20G%20‐
%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf The Universe at Your Fingertips, Project Astro, Fraknoi, Astronomical Society of Pacific, ISBN 1‐
886733‐00‐7 See the Share Folder for Astronomy Unit 2: Motion of the Sun and other stars Content Area: Science Course & Grade Level: Descriptive Astronomy, 11‐12 Summary and Rationale In this unit students study the motion of celestial objects relative to planet Earth. Students will study why celestial objects appear to move as they do and relate these explanations to the origins of the universe. The unit begins with students tracking the apparent path of the Sun across the sky, and then continues to examine star and constellation apparent motion. Students will engage in observations of both the daytime and nighttime sky to develop a qualitative understanding of the celestial sphere, and use data to model and predict seasonal patterns on Earth. As a possible mathematical extension, Kepler’s law can be utilized to analyze the orbits of celestial objects quantitatively (two‐star system, or the Sun‐Earth system). The Scientific Practice of Developing and Using Models will be utilized within the context of the Patterns Crosscutting Concept. Recommended Pacing 16 days NGSS Standards/Performance Expectations Standard 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.] ESS1.B: Earth Kepler’s laws describe common features of the motions of orbiting objects, including and the Solar their elliptical paths around the sun. Orbits may change due to the gravitational effects System from, or collisions with, other objects in the solar system. (HS‐ESS1‐4) Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in ESS1.B: Earth the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of and the Solar years, have altered the intensity and distribution of sunlight falling on the earth. These System phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS‐ESS2‐4) HS‐ESS2‐4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1‐10 years: large volcanic eruption, ocean circulation; 10‐100s of years: changes in human activity, ocean circulation, solar output; 10‐100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10‐100s of millions of years: long‐term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] Instructional Focus Unit Enduring Understandings: ● Earth and the moon, sun, and planets have predictable patterns of movement. These patterns, which are explainable by gravitational forces and conservation laws, in turn explain many large‐
scale phenomena observed on Earth. Unit Essential Questions: ● To what extent do the interactions of objects in our Solar System cause observable phenomena? ● Why is it necessary to use models to understand and explain the interactions of objects in the universe? ● How do we experience and measure the constancy or change in the universe? ● Why does the appearance of the night sky change? ● Where do stars go during the day? ● Are astronomers all over the earth all looking at the same night sky? ● Why did ancient people track solstice days so carefully? How did they track this time? Content Statements: ● A perspective of Earth’s place in the universe. ● How to appreciate the value of using mathematics to model current scientific principles and facts. ● How to compare and evaluate various models to explain accepted phenomena. ● How to use data to develop models and draw conclusions. ● How to use appropriate technology to experience astronomical phenomena first hand. ● Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. ● Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes. ● Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Ability Objectives: ● Describe the apparent motions of the Moon, Sun, planets, and stars. ● Explain the cause of seasons on Earth. ● Explain these motions, using appropriate physical principles and / or models (Law of Gravitation, Kepler’s Laws). ● Trace the development of astronomical thought and theories from earliest times to the present. ● Use graphs, charts, and mathematical equations to form and support conclusions Sample Performance Tasks ‐ Specific for Unit 2: SWBAT: ● Develop and use a model of the Earth‐sun‐moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [ESS1.B] This task can be accomplished via the “Reasons for the Seasons” activity. ● Students will create a use a “starfinder” as a model to track motions of objects in the sky and explain seasonal patterns of stellar objects. ● Students will use a knowledge of scale, proportion and quantity to mathematically determine the diameter of the Earth using observational data ‐ shadow length at various cities on the summer solstice. NGSS Practices: Developing and Using Models; Using mathematics and computational thinking NGSS Crosscutting Concept: Patterns; Scale, Proportion and Quantity NGSS DCIs: (HS ESS1‐4) Resources Core Text: Project Star: Science Teaching Through Its Astronomical Roots, Coyle, et.al., Kendall/Hunt. ISBN 0‐7872‐6015‐0, Suggested Resources: http://www.nextgenscience.org/sites/default/files/Appendix%20E%20‐
%20Progressions%20within%20NGSS%20‐%20052213.pdf Appendix F (Science and Engineering Practices): http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineeri
ng%20Practices%20in%20the%20NGSS%20‐%20FINAL%20060513.pdf Appendix G (Crosscutting Concepts): http://www.nextgenscience.org/sites/default/files/Appendix%20G%20‐
%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf The Universe at Your Fingertips, Project Astro, Fraknoi, Astronomical Society of Pacific, ISBN 1‐886733‐
00‐7 See the Share Folder for Astronomy Unit 3: The Moon Content Area: Science Course & Grade Level: Descriptive Astronomy, 11‐12 Summary and Rationale In this unit students will study origin theories of the Earth and moon. The unit begins with a study of apparent size determinations, during which students develop a sense of the scale of distant celestial objects ‐ Scale, Proportion and Quantity Crosscutting Concept is highlighted here. Moon phases and craters, eclipses, comets and meteors, and moon formation theories continue the unit topics. During the culminating activity, students will argue from evidence, and construct explanations and design solutions as they support accounts of the formation of the Earth and moon, while focusing on the Crosscutting Concept of Stability and Change. Additionally, the Practice of obtaining, evaluating, and communicating information will play a role here as students gain background knowledge as they explore the scientific literature on origin theories. Chemical composition and radiometric dating are core ideas that will be utilized. Recommended Pacing 16 days NGSS Standards/Performance Expectations Standard 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.] Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar HS‐ESS1‐6. system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] Although active geologic processes, such as plate tectonics and erosion, have destroyed ESS1.C: The or altered most of the very early rock record on Earth, other objects in the solar system, History of such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Planet Earth Studying these objects can provide information abo PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS‐ESS1‐5),(secondary to HS‐ESS1‐6) Instructional Focus Unit Enduring Understandings: ● Objects in the sky, such as the Sun and the moon, have patterns of movement. These patterns can be observed through changes in shape or placement in the sky based on time of day or season. By recognizing these patterns, people have developed calendars and clocks and explained such phenomena as moon phases, tides, eclipses and seasons. ● It was previously thought that Earth was at the center of the universe, but it is now known that the Sun is the central and largest body in the Solar System. The Solar System includes Earth and other planets and their moons as well as other objects such as asteroids and comets. Objects in the Solar System are kept in predictable motion by the force of gravity. ● There are observable, predictable patterns of movement in the Earth, Moon, and Sun system that account for day/night and the phases of the Moon. Unit Essential Questions: ● To what extent do the interactions of objects in our Solar System cause observable phenomena? ● Why is it necessary to use models to understand and explain the interactions of objects in the universe? Content Statements: ● A perspective of Earth’s place in the universe. ● How to appreciate the value of using mathematics to model current scientific principles and facts. ● How to compare and evaluate various models to explain accepted phenomena. ● How to use data to develop models and draw conclusions. ● How to use appropriate technology to experience astronomical phenomena first hand. ● Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. ● Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Ability Objectives: ● Describe the apparent motions of the Moon, Sun, planets, and stars. ● Describe apparent sizes of celestial objects using knowledge of similar triangles and geometry. ● Apply the current Sun‐Earth relationship to explain seasonal variations in the length of the day. ● Use graphs, charts, and mathematical equations to form and support conclusions. ● Describe the apparent motions of the Moon, Sun, planets, and stars. ● Explain the cause of eclipses, tides and phases of moon on Earth. ● Explain these motions, using appropriate physical principles and / or models (Law of Gravitation, Kepler’s Laws). ● Trace the development of astronomical thought and theories from earliest times to the present. ● Use graphs, charts, and mathematical equations to form and support conclusions Sample Performance Tasks ‐ Specific for Unit 3: SWBAT: ● HS‐ESS1‐6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [ESS1.C] This task can be accomplished via the “Cratering” activity. ● Students will apply knowledge of geometry (similar triangles) and proportions to determine apparent sizes and relative distances to stellar objects. ● Students will explain how lunar eclipses and proportional reasoning provide evidence to support a model of the solar system, as well as relative sizes of/distances between solar system objects. NGSS Practices: Constructing explanations and designing solutions; Developing and using models; Using mathematics and computational thinking NGSS Crosscutting Concept: Stability and change; Scale, proportion and quantity NGSS DCIs: (ESS1‐C) Resources Core Text: Project Star: Science Teaching Through Its Astronomical Roots, Coyle, et.al., Kendall/Hunt. ISBN 0‐7872‐6015‐0, Suggested Resources: http://www.nextgenscience.org/sites/default/files/Appendix%20E%20‐
%20Progressions%20within%20NGSS%20‐%20052213.pdf Appendix F (Science and Engineering Practices): http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineeri
ng%20Practices%20in%20the%20NGSS%20‐%20FINAL%20060513.pdf Appendix G (Crosscutting Concepts): http://www.nextgenscience.org/sites/default/files/Appendix%20G%20‐
%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf The Universe at Your Fingertips, Project Astro, Fraknoi, Astronomical Society of Pacific, ISBN 1‐886733‐
00‐7 See the Share Folder for Astronomy Unit 4: Telescopes Using technology to change humanity’s understanding of the universe Content Area: Science Course & Grade Level: 11‐12 Summary and Rationale This unit culminates in students designing and building a functioning telescope. The unit activities support this goal ‐ students complete lab experiences with light brightness and the inverse square law, and lens and mirror optics. The Crosscutting Concept of structure and function is called out to guide students in their engineering design work. This unit’s culminating activity provides an opportunity for students to engage in Engineering, Technology, and Applications of Science (ETS) standards. Recommended Pacing 20 days NGSS Standards/Performance Expectations Standard HS‐ETS1‐1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS‐PS4‐2 Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory , transferred easily , and copied and shared rapidly . Disadvantages could include issues of easy deletion, security , and theft.] HS‐PS4‐1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] ETS1.B: When evaluating solutions, it is important to take into account a range of constraints, Developing including cost, safety , reliability , and aesthetics, and to consider social, cultural, and Possible environmental impacts. (HS‐ETS1‐3) Solutions Both physical models and computers can be used in various ways to aid in the engineering ETS1.B: design process. Computers are useful for a variety of purposes, such as running simulations Developing to test different ways of solving a problem or to see which one is most efficient or Possible economical; and in making a persuasive presentation to a client about how a given design Solutions will meet his or her needs. (HS‐ETS1‐4) HS‐PS4‐5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity ; medical imaging; and communications technology .] [Assessment Boundary : Assessments are limited to qualitative information. Assessments do not include band theory .] Instructional Focus Unit Enduring Understandings ● Objects in the sky, such as the Sun and the moon, have patterns of movement. These patterns can be observed through changes in shape or placement in the sky based on time of day or season. By recognizing these patterns, people have developed calendars and clocks. ● The actual doing of science or engineering can pique students’ curiosity, capture their interest, and motivate their continued study. ● Together, advances in science, engineering, and technology can have—and indeed have had—
profound effects on human society. ● A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method.” Unit Essential Questions ● How do we experience and measure the constancy or change in the universe? Content Statements: Students will know ● How to use data to develop models and draw conclusions. ● How to use appropriate technology to experience astronomical phenomena first hand. ● Parts of a reflector, and refractor telescope ● Mathematical relationships of light Ability Objectives: Students will be able to ● Compare geologies, positions, and formation of solar system objects. ● Relate astronomical instruments to the type of observations made and how this information is used to model the universe. ● Observe and record positions of selected astronomical objects. ● apply their engineering capabilities to reduce human impacts on Earth systems, and improve social and environmental cost‐benefit ratios. ● Analyzing major global challenges, quantifying criteria and constraints for solutions; breaking down a complex problem into smaller, more manageable problems, evaluating alternative solutions based on prioritized criteria and trade‐offs, and using a computer simulation to model the impact of proposed solutions. Sample Performance Tasks ‐ Specific for Unit 4: SWBAT: ● Students will model and explain the effect that convex and concave mirrors have on light, and how these effects are utilized in telescope design. ● Students will design a working telescope, identifying the function of each component and explain the need for various telescope designs ‐ refractor, reflector, radio, etc ‐ in professional use. See rationale below for NGSS links. The performance task for this unit centers around students creating a working telescope and conducting research on the various types of telescopes in use within the professional astronomy community. Students will model the components of a telescope to identify the function of each piece (highlighting the Crosscutting Concept of structure and function) , then they engineer and build a functioning telescope to collect daytime observations of cars, etc. The task culminates with a research project/poster session, during which students obtain, evaluate, and communicate information about the different types of telescopes and the various data they collect. NGSS Practices: Constructing explanations and designing solutions Using mathematics and computational thinking NGSS Crosscutting Concept: Structure and Function NGSS DCIs:PS4.C: Information Technologies and Instrumentation Resources Core Text: Project Star: Science Teaching Through Its Astronomical Roots, Coyle, et.al., Kendall/Hunt. ISBN 0‐7872‐6015‐0, Suggested Resources: http://www.nextgenscience.org/sites/default/files/Appendix%20E%20‐
%20Progressions%20within%20NGSS%20‐%20052213.pdf Appendix F (Science and Engineering Practices): http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering
%20Practices%20in%20the%20NGSS%20‐%20FINAL%20060513.pdf Appendix G (Crosscutting Concepts): http://www.nextgenscience.org/sites/default/files/Appendix%20G%20‐
%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf The Universe at Your Fingertips, Project Astro, Fraknoi, Astronomical Society of Pacific, ISBN 1‐886733‐00‐7 See the Share Folder for Astronomy Unit 5: Planets Content Area: Science Course & Grade Level: Descriptive Astronomy, 11‐12 Summary and Rationale In this unit students study the motion and composition of planets relative to the Sun and planet Earth. Students will study why planets appear to move as they do and relate these explanations to the origins of the universe. Students will use data and Kepler’s laws to model planetary motions, and justify various theories of our solar system. The Galilean moons activity can be used to frame a discussion of various models of our solar system. The culminating performance task engages students in the Practice of Constructing explanations and designing solutions and the Crosscutting Concept of Stability and change. Recommended Pacing 16 days NGSS Standards/Performance Expectations 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.] HS‐ESS1‐6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] HS‐ETS1‐4. Use a computer simulation to model the impact of proposed solutions to a complex real‐world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Instructional Focus Unit Enduring Understandings: ● It was previously thought that Earth was at the center of the universe, but it is now known that the Sun is the central and largest body in the Solar System. The Solar System includes Earth and other planets and their moons as well as other objects such as asteroids and comets. Objects in the Solar System are kept in predictable motion by the force of gravity. Our Solar System formed from a nebular cloud of gas and dust left over from dying stars that formed earlier. Unit Essential Questions: ● To what extent do the interactions of objects in our Solar System cause observable phenomena? Why is it necessary to use models to understand and explain the interactions of objects in the universe? How do we experience and measure the constancy or change in the universe? Content Statements: Students will know: ● A perspective of Earth’s place in the universe. ● How to appreciate the value of using mathematics to model current scientific principles and facts.
● How to compare and evaluate various models to explain accepted phenomena. ● How to use data to develop models and draw conclusions. ● How to use appropriate technology to experience astronomical phenomena first hand. ● Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. ● Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes on earth and other planets as well. ● Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Ability Objectives: Students will be able to ● Describe the apparent motions of the planets. ● Explain these motions using appropriate physical principles and / or models (Law of Gravitation, Kepler’s ● Laws) ● Trace the development of astronomical thought and theories from earliest times to the present ● Use graphs, charts, and mathematical equations to form and support conclusions. ● Describe the apparent motions of the Moon, Sun, planets, and stars. ● Explain the cause of seasons, tides, eclipses and phases of planets. ● Explain these motions, using appropriate physical principles and / or models (Law of Gravitation, Kepler’s Laws). ● Trace the development of astronomical thought and theories from earliest times to the present. ● Use graphs, charts, and mathematical equations to form and support conclusions Sample Performance Tasks ‐ Specific for Unit 5: SWBAT: ● HS‐ESS1‐4 Use mathematical or computational representations of phenomena to describe explanations such as Kepler’s laws to describe common features of the motions of orbiting objects, including their elliptical paths around the sun and predict the effect of a change in one variable on another. [ESS1.B] This task can be accomplished via the “Kepler’s Law Worksheet” activity. ● Students will describe the change in the structure of the universe using redshift data, background cosmic radiation, and the H:He ratio in the universe. NGSS Practices: Constructing explanations and designing solutions; Using mathematics and computational thinking NGSS Crosscutting Concepts: Stability and change NGSS DCIs: (ESS1‐C) Resources Core Text: Project Star: Science Teaching Through Its Astronomical Roots, Coyle, et.al., Kendall/Hunt. ISBN 0‐7872‐6015‐0, Suggested Resources: http://www.nextgenscience.org/sites/default/files/Appendix%20E%20‐
%20Progressions%20within%20NGSS%20‐%20052213.pdf Appendix F (Science and Engineering Practices): http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineeri
ng%20Practices%20in%20the%20NGSS%20‐%20FINAL%20060513.pdf Appendix G (Crosscutting Concepts): http://www.nextgenscience.org/sites/default/files/Appendix%20G%20‐
%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf The Universe at Your Fingertips, Project Astro, Fraknoi, Astronomical Society of Pacific, ISBN 1‐886733‐
00‐7 See the Share Folder for Astronomy