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Course Title: Astronomy
Subject: Science
Grade Level: 11,12
Duration: 34-36 weeks
Prerequisite: Algebra
Elective or Required: Elective
Science Mission Statement:
The Glen Ridge Public School’s science curriculum seeks to develop
scientifically literate life-long learners. Our program fosters a spirit of
intellectual curiosity and collaborative problem solving that is authentic,
hands-on, inquiry based and developmentally appropriate. This is done
through the study of Life, Physical, Earth and Environmental Science.
Our students will use the scientific method to understand and respond to
questions about science, technology and global issues. Students will be
challenged and encouraged to take risks and to develop critical thinking
Skills as they apply to real-world experiences.
Course Description:
This course will provide an overview of fundamental concepts in Astronomy,
from its historical development to our most recent understanding of the solar
system, stars, galaxies, black holes and the origin of the universe. Topics to be
studied will include light, astronomical instruments, important astronomers
throughout history, the formation and evolution of planets and moons, stellar
life cycles, structure and evolution of the universe and gravitation. Special
topics will include space exploration and relativity.
Author: Sean McLearie
1
Date Submitted: Summer 2014
TOPIC
SCIENCE
STANDARD
STANDARD NAME
Introduction to
Astronomy
5.1
Science Practices
The Night Sky
5.1, 5.4
Science Practices
Earth Systems Science
Electromagnetic
Radiation
5.1, 5.2
Science Practices
Physical Science
Spectral Analysis
5.1, 5.2
Science Practices
Physical Science
Astronomical
Instruments
5.1
Science Practices
Space Exploration
5.1
Science Practices
History of
Astronomy
5.1, 5.4
Science Practices
Earth Systems Science
Gravitation and
Relativity
5.1, 5.4
Science Practices
Earth Systems Science
Sun-Earth-Moon
System
5.1, 5.4
Science Practices
Earth Systems Science
Planet Earth
5.1, 5.4
Science Practices
Earth Systems Science
The Solar System
5.1, 5.4
Science Practices
Earth Systems Science
The Sun
5.1, 5.2, 5.4
Stellar Properties
5.1, 5.2
Science Practices
Physical Science
Earth Systems Science
Science Practices
Physical Science
Stellar Life Cycles
5.1, 5.2, 5.4
Science Practices
Physical Science
Earth Systems Science
2
Galaxies and
Cosmology
5.1, 5.4
Science Practices
Earth Systems Science
Topic/Unit 1: Introduction to Astronomy
Approximate # of Weeks: 2
Essential Questions:
1. What is Astronomy and how does it differ from Astrology?
2. How big is the universe?
3. What units of distance are used in astronomy?
4. How was the first successful determination of light speed made?
5. How do we measure distances to nearby stars?
6. What is the basic structure of the solar system?
7. How do we define life and how may life have originated on Earth?
8. What is the likelihood that extraterrestrial life exists?
9. How has the Hubble Telescope improved our understanding of the universe?
10. How have space missions improved our understanding of the solar system?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the scale of the known universe. (NJCCC: 5.1.12.A.3; NGSS:ESS1.A)
2. Describe the structure of the solar system. (NJCCC:5.1.12.A.3; NGSS:ESS1.A)
3. Define life as we know it and discuss the probability for its existence elsewhere in the
universe. (NJCCC:5.1.12.C.2; NGSS:ESS1.A)
4. Explain how discoveries made by the Hubble Space telescope have improved our
overall understanding of the universe. (NJCCC:5.1.12.C.3; NGSS:ESS1.A)
5. Explain how discoveries made by interplanetary spacecraft have improved our
overall understanding of the solar system, (NJCCC:5.1.12.C.3; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1, 12-N-CN.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
3
Complete group problem sets solving math problems involving exponents, scientific
notation, units of distance and conversions.
Complete group problem sets calculating the distances to various celestial objects in SI
units from given data.
Analyze a scale model of the universe and calculate travel times at sub light-speed
velocities.
Enrichment Activities:
Research environments on Earth where extremophiles exist and identify other locations
in the solar system where conditions may be similar.
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Essay
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Sky, Mars, Moon)
Stellarium
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 2: The Night Sky
Approximate # of Weeks: 2
Essential Questions:
1. What is the celestial sphere and how is it organized to locate celestial bodies?
2. What are constellations and why are certain ones associated with the months of
the year?
3. What is declination and how do we measure it?
4. What is right ascension and how do we measure it?
5. Why do celestial objects appear to move as they do across the sky?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Define declination and right ascension and relate them to celestial latitude and
longitude. (NJCCC:5.4.12.A.4; NGSS:ESS1.A)
4
2. Locate celestial bodies on a celestial sphere from declination and right ascension.
(NJCCC:5.1.12.B.2; NGSS:ESS1.A)
3. Plot the coordinates of celestial bodies on a celestial sphere. (NJCCC: 5.1.12.B.2;
NGSS:ESS1.A)
4. Describe the apparent motions of celestial objects over the course of a day/night and a
year and provide an explanation for these apparent motions. (NJCCC:5.1.12.B.3,
5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
CCCS.MATH: 12.N-Q.1, 12-N-CN.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Plot the coordinates of various celestial bodies on graph paper.
Locate and plot celestial bodies from coordinates on a celestial sphere.
Locate and plot the constellations on a celestial sphere and provide their approximate
declination and right ascension coordinates.
Enrichment Activities:
Identify the celestial coordinates of the planets on given dates.
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Exit slips
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Sky)
Stellarium
Virtual Astronomy Laboratory
5
Topic/Unit 3: Electromagnetic Radiation
Approximate # of Weeks: 3
Essential Questions:
1. What is light?
2. What are the components of an electromagnetic wave?
3. At what speed does electromagnetic radiation travel?
4. What is the relationship between wavelength and frequency?
5. What is reflection, refraction?
6. What types of radiation are transparent in Earth’s atmosphere?
7. What types of radiation are dangerous to living organisms?
8. What is a photon?
9. What is the relationship between light intensity and distance?
10. What is the relationship between energy and wavelength/frequency?
11. What is the Doppler effect and why is it important in astronomy?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Identify the components of an electromagnetic wave. (NJCCC:5.2.6.C.2;
NGSS:ESS1.A)
2. Identify the different types of electromagnetic radiation and understand the
relationship between wavelength and frequency. (NJCCC:5.2.6.C.2; NGSS:ESS1.A;
NGSS:ESS1.A)
3. Describe the nature of color as it relates to vision and the spectrum. (NJCCC:5.2.6.C.2;
NGSS:ESS1.A)
4. Describe the wave nature of light as it relates to diffraction. (NJCCC:5.2.6.C.1;
NGSS:ESS1.A)
5. Relate the term “photon” to the particle nature of light and describe the photoelectric
effect. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)
6. Relate atmospheric transparency to the various forms of radiation. (Standard
5.1.12.D.1; NGSS:ESS1.A)
7. Calculate the intensity of light at a given distance. (NJCCC:5.1.12.D.2;
NGSS:ESS1.A)
8. Relate temperature to wavelength and calculate wavelength from temperature.
(NJCCC:5.1.12.D.2; NGSS:ESS1.A)
9. Describe the Doppler effect and explain how it is used to measure relative motion.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1. 12.N-Q.1
Interdisciplinary Standards (njcccs.org):
6
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Construct a sample electromagnetic wave and identify all of its components.
Measure the wavelengths of various scaled electromagnetic waves, convert them to their
true wavelengths and determine their colors.
Complete group problem sets utilizing the light intensity law to determine the brightness
of a source at various distances.
Utilize the radiation laws to determine the relationship between temperature and energy
output.
Graph changes in wavelength and energy flux relative to temperature.
Enrichment Activities:
Compare the wave and particle properties of light energy.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Essay
Topic/Unit 4: Spectral Analysis
Approximate # of Weeks: 2
Essential Questions:
1. What is a continuous spectrum, an absorption spectrum, an emission spectrum?
4. Why do stars produce an absorption spectrum?
5. How does an absorption spectrum allow us to determine a star’s composition?
6. How does an absorption spectrum allow us to measure a star’s temperature?
7. How does the energy output of a star change as its temperature increases?
8. How does the peak intensity wavelength of radiation change as temperature increases?
7
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Identify a continuous, absorption and emission spectrum and distinguish between them.
(NJCCC:5.2.12.D.3.; NGSS:ESS1.A)
2. Describe how each of the three types of spectra are produced. (NJCCC:5.2.12.D.3;
NGSS:ESS1.A)
3. Explain how stellar spectra are used to classify stars. (NJCCC:5.1.12.D.1;
NGSS:ESS1.A)
4. Relate energy flux to temperature. (NJCCC:5.1.12.D.2; NGSS:ESS1.A)
5. Describe changes in wavelength relative to temperature. (NJCCC:5.1.12.D.2;
NGSS:ESS1.A)
6. Relate energy output and peak intensity wavelength to Planck’s law. (NJCCC:
5.1.12.D.2; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 9.1- 21st Century Life & Career Skills
Activities:
Complete group problem sets utilizing the radiation laws to compare fundamental
properties of hypothetical stars.
Construct a hypothetical model with the ability to create each of the three types of spectra.
Create a graphical representation of how the thickness of spectral lines changes with
spectral type.
Enrichment Activities:
Power Point presentation:
The development of the radiation laws and how our understanding of the basic properties
of light energy was achieved.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Virtual Astronomy Laboratory
Methods of Evaluation:
8
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Oral presentation
Topic/Unit 5: Astronomical Instruments
Approximate # of Weeks: 2
Essential Questions:
1.
2.
3.
4.
5.
What is a reflecting telescope?
What is a refracting telescope?
What is chromatic aberration?
What is spherical aberration?
Where are the different forms of electromagnetic radiation studied in Earth’s
atmosphere?
6. How is Earth protected from high energy forms of radiation?
7. How do we observe in wavelengths other than visible light?
8. What are the advantages of the Hubble telescope over ground-based telescopes?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the basic components of a refracting and reflecting telescope.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
2. Explain how the different forms of radiation are studied in Earth’s atmosphere.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
3. Identify problems associated with the construction and use of very large telescopes.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
4. Explain the advantages of a space telescope over a ground-based telescope.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
5. Explain the advantages of spin-casting and the use of segmented mirrors in new
telescope technology. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)
6. Calculate light-gathering, resolving power, and magnification capabilities for telescopes
with various objective diameters. (NJCCC:5.1.12.B.2; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.F-TF.1
9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Construct schematic diagrams of refracting and reflecting telescopes for various
magnifications.
Complete group problem sets utilizing the angular diameters of various celestial objects
to determine the size of the telescope objective that would be required to resolve them.
Enrichment Activities:
Power Point presentation:
The development of the Kepler telescope project and how it is able to detect extra-solar
planets.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Sky)
Stellarium
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Oral presentation
Topic/Unit 6: Space Exploration
Approximate # of Weeks: 2
Essential Questions:
1. What events initiated the space race?
2. What countries competed in the space race?
3. Which planets/moons have been explored with fly-by spacecraft?
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4.
5.
6.
7.
8.
Which planets/moons have been explored with orbiting spacecraft?
Which planets/moons have been explored with landers?
Where are humans most likely to expand the search for extraterrestrial life?
What have we learned about the Moon and the planets Mercury, Venus and Mars?
What have we learned about the outer solar system?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the course of events that led to the space race and identify milestone space
missions. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)
2. Relate the U.S. Apollo moon program to the cold war. (NJCCC:5.1.12.D.1;
NGSS:ESS1.A)
3. Summarize the discoveries resulting from space missions to the inner solar system.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
4. Summarize the discoveries resulting from space missions to the outer solar system.
(NJCCC:5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 9.3- Career Awareness, Exploration, and Preparation
Activities:
Summarize the development and significance of the Voyager and Apollo programs.
Stage an informal debate on the usefulness of telescopes vs. spacecraft for making new
discoveries.
Enrichment Activities:
Propose a space mission designed to search for extraterrestrial life in our solar system.
Where would we go? How would we get there? What would we do once there?
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Methods of Evaluation:
Revisit essential questions
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Project/Interview
11
Online Resources:
Teacher webpage
Google Earth (Mars, Moon)
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 7: History of Astronomy
Approximate # of Weeks: 3
Essential Questions:
1. What ancient ideas about astronomy inhibited our early understanding of the
universe?
2. What idea or discovery initiated the Renaissance era of astronomy?
3. What is retrograde motion and how did it inhibit early understanding of planetary
orbits?
4. How did Johannes Kepler explain planetary motions?
5. How did the work of Tycho Brahe assist Kepler in explaining planetary motions?
6. What is the relationship between a planet’s orbital period and its distance from the
Sun?
7. How did the telescope revolutionize astronomy?
8. How did Galileo’s discoveries change people’s ideas about the universe?
9. How was Isaac Newton’s work a continuation of Kepler’s and Galileo’s?
10. How did Einstein improve upon Newton’s understanding of gravity?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Distinguish between Geo-centric and Helio-centric models of the universe.
(NJCCC:5.4.12.A.1; NGSS:ESS1.A)
2. Identify obstacles to early civilizations’ understanding of the universe.
(NJCCC:5.4.12.A.1; NGSS:ESS1.A)
3. Discuss the contributions of Copernicus, Kepler, Galileo, and Newton to modern
astronomy. (NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
4. Describe Kepler’s three laws of planetary motion and relate them to Newton’s law of
universal gravitation. (NJCCC:5.4.8.A.4, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
6. Describe General Relativity as a new way to understand gravity. (NJCCC:5.1.12.C.1,
5.1.12.D.1, NGSS:ESS1.A)
7. Discuss the importance of the work of Annie Jump Cannon and the Harvard astronomy
team to the classification of stellar spectra. (NJCCC:5.1.12.C.1, 5.1.12.D.1;
NGSS:ESS1.A)
8. Discuss the significance of Dr. Chandrasekhar’s discovery about core stellar mass.
(NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
12
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-RN.2
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Construct ellipses and relate the semi-major axes of the planets to their orbital periods.
Complete group problem sets calculating the force of gravitational attraction between the
Sun and each of the planets.
Enrichment Activities:
Power Point presentation:
The life and work of one of the astronomers discussed in class.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Oral presentation
Online Resources:
Teacher webpage
Google Earth (Sky)
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 8: Gravitation and Relativity
Approximate # of Weeks: 1
Essential Questions:
1. How does distance affect the relationship between mass and the gravitational
force?
13
2. Why does Einstein refer to space as space-time?
3. What observations/experiments support Einstein’s theory of General Relativity?
4. Why is it theoretically possible to travel forward in time but not backward?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the effects of mass on the gravitational force. (NJCCC:5.4.8.A.3;
NGSS:ESS1.A)
2. Calculate the gravitational force from mass and distance. (NJCCC:5.4.8.A.3;
NGSS:ESS1.A)
3. Discuss the importance of Einstein’s theory of General Relativity in explaining gravity.
(NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
4. Compare and contrast Newton’s and Einstein’s descriptions of the gravitational force.
(NJCCC:5.1.12.C.1, 5.1.12.D.1, 5.2.12.E.4; NGSS:ESS1.A)
5. Describe the relationship between mass and the curvature of space-time.
(NJCCC:5.1.12.C.1, 5.1.12.D.1, 5.2.12.E.4; NGSS:ESS1.A)
6. Describe the relationship between the curvature of space and the constancy of time.
(NJCCC:5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Complete group problem sets calculating relativistic time dilation at incremental speeds.
Enrichment Activities:
Summarize Einstein’s theories of Special and General Relativity.
Summarize the “twins trip” as supporting evidence for time travel or the “grandfather
paradox” as supporting evidence against time travel.
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Essay
Texts, Resources, and/or Literature:
14
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 9: Sun-Earth-Moon System
Approximate # of Weeks: 3
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
What are the rotational and orbital periods of the Earth and Moon?
Why does synchronous rotation occur?
What evidence proves that the Earth is rotating and revolving around the Sun?
What is the difference between a sidereal day and a solar day?
What is the difference between a sidereal period and a synodic period?
How is the calendar related to Earth’s period of revolution?
What are the relative positions of Sun, Earth and Moon during lunar and solar
eclipses?
8. Why do eclipses not occur every month and why are solar eclipses unique?
9. Why does the Sun’s apparent position in the sky change over the course of a year?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Distinguish between rotational and orbital periods and identify the rotational and
orbital periods for the Earth and Moon. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)
2. Describe the observational evidence for Earth’s rotation, revolution.
(NJCCC:5.4.8.A.2; NGSS:ESS1.B)
3. Distinguish between a solar day and a sidereal day and identify their
respective periods. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)
4. Describe the relative positions of the Sun, Earth and Moon during solar and lunar
eclipses. (NJCCC:5.4.8.A.1; NGSS:ESS1.B)
5. Describe the position of the Earth relative to the Sun at equinox, winter and summer
solstice. (NJCCC:5.4.8.A.2; NGSS:ESS1.B)
6. Explain the variation in the Sun’s altitude from a given location over the course of a
year. (NJCCC:5.4.8.A.2, 5.1.12.D.1; NGSS:ESS1.B)
7. Relate seasons to latitude and variations in Earth’s axial tilt relative to the Sun.
(NJCCC:5.4.8.A.2, 5.1.12.D.1; NGSS:ESS1.B)
8. Describe Moon phases and explain why they occur. (NJCCC:5.4.8.A.1, 5.1.12.D.1;
NGSS:ESS1.B)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
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CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Diagram a solar and lunar eclipse.
Diagram Moon phases and plot lunar positions.
Complete group problem sets calculating the Sun’s altitude from hypothetical latitudes
and dates.
Enrichment Activities:
Research theories on the origin of the moon and present an argument for the giant impact
theory.
Methods of Evaluation:
Revisit essential questions
Video- Beyond Relativity (Part 2)
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Project/Interview
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Sky, Mars, Moon)
Stellarium
Topic/Unit 10: Planet Earth
Approximate # of Weeks: 2
Essential Questions:
1.
2.
3.
4.
5.
How does Earth’s magnetic field shield us from solar radiation?
How does heat from Earth’s interior produce an atmosphere?
Why does Earth’s crust move over time?
How and when was continental drift discovered/confirmed?
What is the driving force behind crustal plate motion?
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6. What processes occur at each type of crustal plate boundary?
7. What features can be found at each type of crustal plate boundary?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Explain how the study of seismic waves has led to an understanding of Earth’s interior.
(NJCCC:5.4.12.D.1, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS2.A, ESS2.B)
2. Explain the role of Earth’s core in producing a magnetic field. (NJCCC:5.4.12.D.1,
5.1.12.D.2; NGSS:ESS2.A, ESS2.B)
2. Describe the process of plate tectonics as it relates to crustal plate motion and plate
boundaries. (NJCCC:5.4.12.C.1, 5.1.12.C.1, 5.1.12.D.1; NGSS:ESS2.A, ESS2.B)
3. Identify important features of crustal plate boundaries. (NJCCC:5.4.12.D.1; NGS:ESS2.A,
ESS2.B)
4. Explain the role of Earth’s core in circulating molten rock. (NJCCC:5.4.12.C.1, 5.1.12.D.1;
NGSS:ESS2.A, ESS2.B)
5. Provide a chronology for continental drift/plate tectonics theory. (NJCCC:5.1.12.C.1,
5.1.12.D.1; NGSS:ESS2.A, ESS2.B)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Model an ancient Greek method of measuring Earth’s circumference.
Diagram Earth’s interior.
Develop a model for the half-life of a radioactive element.
Enrichment Activities:
Research the subduction of the Pacific plate and present a new hypothesis to explain its
speed/motion relative to the other crustal plates.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Methods of Evaluation:
Revisit essential questions
Summative assessment- Unit test
Observations of group work
Diagram/Display
Laboratory activities and reports
Essay
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Online Resources:
Teacher webpage
Google Earth
Virtual Astronomy Laboratory
Topic/Unit 11: The Solar System
Approximate # of Weeks: 4
Essential Questions:
1.
2.
3.
4.
5.
How did the solar system form?
Why do two classes of planets exist and what is meant by Terrestrial, Jovian?
How did Earth’s water get here?
How did the Jovian moons form?
What are dwarf planets and comets and how is their presence in the outer solar
system similar to the presence of the asteroid belt in the inner solar system?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the events that led to the formation of the solar system. (NJCCC:5.4.12.A.2,
5.1.12.D.1; NGSS:ESS1.B)
2. Distinguish between Terrestrial and Jovian planets and describe the basic characteristics
of each of the eight planets. (NJCCC:5.4.12.A.2; NGSS:ESS1.B)
3. Describe how the inner and outer planets are believed to have formed.
(NJCCC:5.4.12.A.2; NGSS:ESS1.B)
4. Hypothesize how water came to exist on Earth. (NJCCC:5.1.12.C.1; NGSS:ESS1.B)
5. Identify promising locations in the solar system where life may exist and describe the
conditions with respect to the possibility of life. (NJCCC:5.1.12.C.1;NGSS:ESS1.B)
6. Describe asteroids, comets and dwarf planets. (NJCCC:5.4.12.A.2; NGSS:ESS1.B)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.N-Q.1, 12.G-C.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Create a scale model of the solar system.
Measure greatest eastern and western elongations for the inferior planets.
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Diagram opposition, conjunction and eastern/western quadrature for the superior planets.
Complete group problem sets exploring the characteristics of the Terrestrial planets.
Complete group problem sets exploring the characteristics of the Jovian planets.
Construct comparison tables for the Terrestrial and Jovian planets.
Enrichment Activities:
Submit a proposal to your space agency for a mission to Jupiter’s moon Europa.
Why should we invest in a mission to Europa in our search for extraterrestrial life?
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Mars, Moon)
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Methods of Evaluation:
Revisit essential questions
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Project/Interview
Topic/Unit 12: The Sun
Approximate # of Weeks: 1
Essential Questions:
1.
2.
3.
4.
5.
6.
How does the Sun produce energy?
What is the composition of the Sun?
What is the Sun’s temperature regime throughout its layers?
How is the Maunder minimum related to the Sun’s magnetic field?
How are sun spots, solar flares and prominences produced?
How do we know that the Sun produces antimatter and neutrinos?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Explain how the Sun produces energy. (NJCCC:5.2.12.D.3; NGSS:ESS1.A)
2. Describe the structure of the Sun. (NJCCC:5.4.12.A.3; NGSS:ESS1.A)
3. Distinguish between the photosphere, chromosphere and corona. (NJCCC:5.1.12.C.1;
NGSS:ESS1.A)
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4. Describe the Sun’s magnetic field and its effects on the solar surface. (NJCCC:
5.1.12.C.1, 5.1.12.D.1; NGSS:ESS1.A)
5. Describe the solar cycle. (NJCCC:5.2.12.D.3, 5.1.12.D.1; NGSS:ESS1.A)
6. Describe the changes that will occur as our Sun nears the end of its life.
(NJCCC:5.4.12.A.3, 5.1.12.D.1; NGSS:ESS1.A)
7. Explain how the surface of the Sun is studied. (NJCCC:5.1.12.C.1, 5.1.12.D.1;
NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.G-GMD.3
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Record and analyze sunspot patterns on the solar surface to draw conclusions about the
Sun’s rotational properties.
Analyze surface features of the Sun’s photosphere to draw conclusions about the Sun’s
magnetic field.
Complete group problem sets exploring the characteristics of the Sun.
Enrichment Activities:
Power Point presentation:
A synopsis on the history of neutrinos.
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Oral presentation
Online Resources:
Teacher webpage
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
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Topic/Unit 13: Stellar Properties
Approximate # of Weeks: 4
Essential Questions:
1. How do stars produce energy?
2. How do we measure stellar distances?
3. What is the difference between luminosity and brightness?
4. What is the relationship between luminosity, temperature and radius?
5. What is the difference between apparent and absolute magnitude?
6. How are magnitudes assigned numerical values?
7. What are Cepheid variable stars and how are they useful in measuring distances?
8. What are type I supernovae and how are they useful in measuring distances?
9. What is the relationship between stellar mass, orbital period and distance?
10. How are the orbits of binary stars used to determine their masses?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Describe the process of nuclear fusion in stars. (NJCCC:5.2.12.D.3; NGSS:ESS1.A)
2. Describe the methods used for determining stellar distances. (NJCCC:5.1.12.D.1;
NGSS:ESS1.A)
3. Calculate distance from parallax shift. (NJCCC:5.1.12.A.2; NGSS:ESS1.A)
4. Calculate radius from luminosity. (NJCCC:5.1.12.A.2; NGSS:ESS1.A)
5. Calculate stellar distances from apparent and absolute magnitudes.
(NJCCC:5.1.12.A.2; NGSS:ESS1.A)
6. Describe how variable stars are used to measure stellar distances. (NJCCC:5.1.12.D.1;
NGSS:ESS1.A)
7. Describe the methods used for detecting extra-solar planets. (NJCCC:5.1.12.D.1;
NGSS:ESS1.A)
8. Summarize the methods used for determining stellar compositions, temperatures,
luminosities, masses, diameters and distances. (NJCCC:5.1.12.D.1; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1, 12.F-TF.1, 12.F-BF.5
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Standard 9.1- 21st Century Life & Career Skills
Activities:
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Complete group problem sets calculating brightness differences for hypothetical stars
from brightness ratios.
Construct a model of parallax.
Complete group problem sets calculating stellar distances from magnitude differences.
Complete group problem sets calculating stellar radii from temperatures and luminosities.
Complete group problem sets calculating stellar masses in binary systems using Kepler’s
harmonic law.
Enrichment Activities:
Power Point presentation:
How have Type I supernovae improved our understanding of the dimensions of the
universe?
Methods of Evaluation:
Revisit essential questions
Exit slips
Summative assessment- Unit test
Observations of group work
Open-ended questions
Laboratory activities and reports
Oral presentation
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online Resources:
Teacher webpage
Google Earth (Sky)
Stellarium
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 14: Stellar Life Cycles
Approximate # of Weeks: 2
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
How long do stars live?
How do stars begin life?
How do stars end life?
What is a Hertzsprung-Russell diagram and what does it tell us about stars?
How does a star’s mass affect its life cycle?
How does a star’s mass determine its fate?
What are main sequence, red giant and white dwarf stars?
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8. What is a type I supernova?
9. What is a type II supernova?
10. What is the Chandrasekhar limit?
11. What is a neutron star?
12. How do black holes form?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Summarize the chronology of events in the life of a typical star.
(NJCCC:5.2.12.D.3, 5.4.12.A.3, 5.1.12.D.1; NGSS:ESS1.A)
2. Describe the processes that produce red giant stars and white dwarf stars.
(NJCCC: 5.2.12.D.3, 5.4.12.A.3; NGSS:ESS1.A)
3. Identify key elements produced at the conclusion of each life stage in stars.
(NJCCC:5.2.12.D.3; NGSS:ESS1.A)
4. Provide a detailed chronology of events that occur after iron formation in stellar cores.
(NJCCC:5.2.12.D.3, 5.4A; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1, 12.N-RN.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Construct a Hertzsprung-Russell diagram.
Construct diagrams of the interiors of low mass, massive, and super-massive stars.
Complete group problem sets exploring the evolution of stars from their births to their
deaths.
Enrichment Activities:
Power Point presentation:
Brown dwarf stars. What are they? How many exist? How big are they? How long do
they live?
Methods of Evaluation:
Revisit essential questions
Summative assessment- Unit test
Observations of group work
Laboratory activities and reports
Diagram/Display
Oral presentation
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Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online resources:
Teacher webpage
Google Earth (Sky)
Stellarium
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
Topic/Unit 15: Galaxies and Cosmology
Approximate # of Weeks: 2
Essential Questions:
1.
2.
3.
4.
What are galaxies?
How do galaxies differ from each other?
What determines the shape of a galaxy?
What are the basic characteristics of the Milky Way galaxy and how have they
been determined?
5. How do we know the universe is expanding?
6. How do we know that the Big bang occurred?
7. What is dark matter?
8. What is dark energy?
9. How large is the universe?
10. How will the universe end?
11. What is a Big Crunch?
12. What is an oscillating universe?
Student Learning Outcomes:
Upon completion of this unit, students will be able to:
1. Compare the basic types of galaxies and how they are believed to have formed.
(NJCCC:5.1.12.C.1; NGSS:ESS1.A)
2. Describe how galaxies attain their shapes. (NJCCC:5.1.12.C.1; NGSS:ESS1.A)
3. Describe the basic characteristics of the Milky Way galaxy. (NJCCC:5.1.12.C.1;
NGSS:ESS1.A)
4. Identify the observational evidence for the Big bang theory. (NJCCC: 5.1.12.C.1;
NGSS:ESS1.A)
5. Identify the observational evidence for the expansion of the universe.
(NJCCC:5.1.12.C.1, 5.4.12.A.6; NGSS:ESS1.A)
6. Describe the events that occurred subsequent to the Big Bang. (NJCCC:5.4.12.A.5;
NGSS:ESS1.A)
7. Utilize Hubble’s law to calculate distances to galaxies. (NJCCC:5.1.12.D.2; ESS1.A)
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8. Describe the different types of galaxies and the arrangement of star clusters and
galaxies in the universe. (NJCCC:5.4.12.A.4; NGSS:ESS1.A)
9. Summarize the observational evidence for the existence of dark matter.
(NJCCC:5.1.12.D.1, 5.4.12.A.6; NGSS:ESS1.A)
10. Summarize the observational evidence for the existence of dark energy.
(NJCCC:5.1.12.D.1, 5.4.12.A.6; NGSS:ESS1.A)
Common Core Standards:
CCCS.ELA-Literacy.RST: 9-10.1, 9-10.2, 9-10.3, 9-10.7, 9-10.10
CCCS.ELA-Literacy.WHST: 11-12.1, 11-12.1a, 11-12.1b, 11-12.1c, 11-12.1d, 11-12.1e,
11-12.2e, 11-12.7, 11-12.8, 11-12.9
CCCS.MATH: 12.A-APR.1, 12.A-REI.1
Interdisciplinary Standards (njcccs.org):
Standard 8.1- Computer and Information Literacy
Standard 8.2- Technology Education
Activities:
Classify various two dimensional representations of the universe as homogeneous,
isotropic, neither, or both.
Complete group problem sets calculating the velocities of receding galaxies using their
red-shifts.
Complete group problem sets exploring modern ideas on the structure and evolution of
the universe.
Enrichment Activities:
Research alternate theories on the origin of the universe.
Methods of Evaluation:
Revisit essential questions
Summative assessment- Unit test
Observations of group work
Diagram/Display
Open-ended questions
Laboratory activities and reports
Essay
Texts, Resources, and/or Literature:
Horizons- Exploring the Universe
Online resources:
Teacher webpage
Google Earth (Sky)
Virtual Astronomy Laboratory
United Streaming videos at http://streaming.discoveryeducation.com
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