Download Unit 1: The Foundations of Astronomy

Unit 1: The Foundations of Astronomy
Total Number of Days: 38 Grades: 11-12
ESSENTIAL QUESTIONS
1. How does scientific understanding build over time?
2. How did early astronomers come up with theories about
the universe?
3. How did the use of the telescope and math influence early
astronomy?
4. What influences the strength of gravity between two
objects?
5. How do scientific laws and principles observed on Earth
compare to the rest of the universe?
ENDURING UNDERSTANDINGS
1. Science builds upon itself over time. As new evidence arises and we
acquire new understandings, old theories are revised or replaced by
new ones.
2. Early astronomers tracked the motion of objects in the sky and used
that information to describe the universe.
3. Mathematical tools and the use of scientific instrumentation, such as
the telescope, led to more accurate observations and models of the
solar system.
4. The force of gravity between two objects depends on the mass of the
objects and the distance between them.
5. Based on observations and predictions, Newton’s Laws of Motion and
other scientific principles that occur on Earth operate throughout the
entire universe.
Standard
PACING
CONTENT
SKILLS
(CCCS/
NGSS)
Days
Basic
Topic
Description of what students will be able
to do
see appx.
1 day = 42
min
Course: Astronomy
RESOURCES
TEXT
Astronomy
Today
OTHER
(technology)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
1
1
2
Course Preassessment
Intro to
Astronomy
Assess astronomy and prerequisite
science skills knowledge
 Categorize areas of study within
Astronomy
 Differentiate between scientific theory
and scientific law, and science and
pseudoscience
UNIT PRETEST
5.4.12.A
HS-ESS1
AT Text 1.2
HS-ESS1-4 p. 8-9
5.4.12.A.1 AT TG 1.2
AT C.1 Notes
5.1.12.D.1
5.1.12.D.2
 Create an experiment using the scientific 5.1.12.D.3
9.1.12.F.2
method
9.1.12.B.1
AT Text 1.2
p. 8-9
AT TG 1.2
AT C.1 Notes
Science vs.
Science Vs. Pseudoscience
Pseudoscience online quiz
Scientific
method notes
Exit Ticket: Can a theory ever
become a "fact" scientifically
speaking?
Scientific Method Inquiry
Create a sign for one of the lab
safety rules.
 Evaluate lab safety given sample lab
2
situations and create a safety plan
2
Units and
 Calculate distance using triangulation
measurements and compare to methods using recent
technology, such as radar
1
HS-ESS1-4
5.4.12.A.1
5.1.12.D.1
5.1.12.D.2
5.1.12.A.2
9.1.12.A.1
HS-ESS1-4
5.4.12.A.1
5.1.12.D.2
5.1.12.D.3
 Create a scale to compare sizes of objects 5.1.12.A.2
in the universe.
9.1.12.B.1
 Estimate scale distances between objects
 Convert between meters, miles, light
years, and A.U.
2
Scale and
Distance
in the universe
2
 Construct a scale model of distances
between given objects in the universe
AT Text 1.2
p. 8-9
AT TG 1.2
AT TB C.1
AT C.1 Notes
Lab Safety
Video
AT Text 1.6 Triangulation
p. 24-27
AT TG 1.6
AT Text
More
Precisely 1-2
p. 28
AT C.1 Notes
AT Text 2.6
p. 47-49
AT TG 2.6
AT C.2 Notes
AT Text 1.1
p. 6-7
AT TG 1.1
AT C.1 Notes
AT Text 1.1
p. 6-7
AT TG 1.1
AT C.1 Notes
How to
convert
Visual
Distances and
Size
Size and Scale
Lab Safety Multiple Activities
Come up with an emergency lab
situation and list steps of how
to react.
Quiz Lab Safety and Scientific
Method
Astrological triangulation lab
activity
Follow the Meteorite
Triangulation Activity
Why is it necessary to have a
long baseline when using
triangulation to measure the
distances to objects in space?
Quiz: calculate using
triangulation
Converting Practice distances
Using Excel to Convert and
compare planetary distances
from sun
Explain why miles are
insufficient for measuring large
distances in space.
Muddiest Point: what are you
still unsure of?
Scale solar system lab
Relative Sizes of planets
Solar System Distance Activity
(kinesthetic)
Scale and distance activity
Exit Ticket: Why are scale
models used to compare the size
and distances of planets?
Compare distances outside of
solar system
How does the size of Earth, our
AT TB C.1
2
Ancient
Astronomy
 Appraise the significance of Stonehenge, HS-ESS1-4
Big Horn Medicine Wheel, and the temple 5.4.12.A.1
at Caracol
5.1.12.A.1
 Compare different early ideas about the 9.1.12.A.1
universe
9.1.12.F.6
AT Text 2.1
p. 34-36
AT TG 2.1
AT C.2 Notes
1
Geocentric
Universe
 Devise why the earliest model of the
AT Text 2.2
1
1
Heliocentric
Model of
Solar System
universe had Earth at the center
Explain how epicycles can be used to
support Geocentric theory
 Illustrate how the motion of planets can
be explained through Geocentric model
 Compare the evidence for the
Heliocentric and Geocentric model of the
solar system
 Use evidence during Copernicus’s time
to argue that the Sun is at the center of
the solar system.
1
HS-ESS1-4 p. 36-39
5.4.12.A.1 AT TG 2.2
5.1.12.D.1 AT C.2 Notes
5.1.12.A.1
5.1.12.D.2
9.1.12.A.1
 Compare and contrast the challenges
Copernicus had getting society and the
church to accept his heliocentric model to
present day challenges scientists have
getting their ideas accepted by the public.
HS-ESS1-4
5.4.12.A.1
5.1.12.C.3
5.1.12.D.1
9.1.12.A.1
9.1.12.F.6
solar system, our galaxy, and
our cluster?
Quiz Scale and Unit conversions
Aztec Calendar Create a timeline of early
Stone
astronomers
Timeline Activity
Timeline
How did early astronomers gain
Ancient
knowledge about the universe?
Astronomy
Write a postcard: tell a friend
about your visit to Stonehenge
Epicycle
Virtual Venus geocentric vs.
Animation
heliocentric hands on
Briefly describe the geocentric
model of the universe.
Sketch: Draw an orbit with
epicycles.
AT Text 2.3
p. 39-40
AT TG 2.3
AT C.2 Notes
Animated
Model
Geocentric vs. heliocentric
plotting data
Slides
Copernicus
and Ptolemy
AT Text 2.3
p. 39-40
AT TG 2.3
AT C.2 Notes
Copernicus
and the
heliocentric
model
How do the geocentric and
heliocentric models of the solar
system differ in their
explanations of planetary
retrograde motion?
So What: What was the main
idea of the lesson?
Create models of heliocentric
AT Text 2.3
p. 39-40
AT TG 2.3
AT TB C.2
AT C.2 Notes
Scientific
Revolution
Exit Ticket: List evidence
supported the heliocentric
model?
Debate activity scientific
revolution
What discoveries of Galileo
helped confirm the views of
Copernicus?
TEST Geocentric vs. Heliocentric,
Scale, and unit conversions
2
1
Galileo and
telescope
Orbital
Motion:
Kepler’s
Laws
 Explain how scientific instruments can
enhance observations and lead to new
discoveries
 Analyze how Galileo used the telescope
to advance knowledge of the universe

 Illustrate and label elliptical orbits

Kepler’s Laws
AT Text 2.5
p. 44-47
AT TG 2.5
AT C.2 Notes
Create Ellipse
AT Text 2.5
p. 44-47
AT TG 2.5
AT C.2 Notes
Diagram
Ellipse
AT Text 2.5
p. 44-47
AT TG 2.5
AT TB C.2
AT C.2 Notes
Ellipse Areas
AT Text 2.7
p. 49-51
AT TG 2.7
AT C.2 Notes
Newton’s
Laws
HS-ESS1-4
5.4.12.A.1
5.1.12.A.2
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.2.12.E.3
5.2.12.E.4
9.1.12.A.1
9.1.12.B.1
 Calculate the speed of an orbiting object
based on position in orbit
1
1
AT Text 2.5
p. 44-47
AT TG 2.5
AT C.2 Notes
5.4.12.A.1
5.1.12.D.3
9.1.12.A.1
and Kepler’s contributions to the
understanding of orbital motion.
diagrams using various distances
between foci and calculate eccentricity
1
Galileo vs.
Geocentric
Galileo Galilei
Letter
 Distinguish between Tycho Brache’s
 Create elliptical planetary orbit
1
AT Text 2.4
p. 41-43
AT TG 2.4
HS-ESS1-4 AT C.2 Notes
Newtonian
Mechanics
and
gravitational
force
 Illustrate how inertia affects an orbiting HS-ESS1-4
object
5.4.12.A.1
5.1.12.A.2
5.1.12.D.1
Interactive
Law
In the footsteps of Galileo
moons of Jupiter activity
In what ways did Galileo's
observations of Venus and
Jupiter conflict with the
prevailing view at the time?
Twitter Post: Summarize
what you learned today in
under 140 characters.
Kepler vs. Brache activity
Exit Ticket: In what ways did
Galileo and Kepler differ in their
approach to science? In what
ways did each advance the
Copernican view of the universe?
Plot Elliptical Orbits
Walkthrough of Kepler’s Laws
activity
Quick Quiz: calculate
eccentricity of three ellipses
Draw and label ellipse
Draw two ellipses: one with a
small focal length and one with a
large focal length.
Calculating Eccentricity Activity
Calculate Speed activity
Describe the speeds of an
objects as it travels around an
elliptical orbit?
Quiz calculating using ellipses
Interactive Gravity
Describe a real life situation
where inertia influences the
motion of an object.
5.2.12.E.3
5.2.12.E.4
 Describe how Newtonian mechanics
helped to explain Kepler’s observations of 9.1.12.A.1
1
orbital motion

Calculate and compare the weight of an
object on each of the planets and explain
how it relates to the mass of the planet
2

 Calculate the force of gravity between
2
two objects using the law of universal
gravitation

Explain how the escape speed of an
1
orbiting object depends on the force of
gravity of the object it is orbiting
2
1
Review
Concepts of
Unit
Unit
Assessment
Create a timeline of events and
astronomers
Review concepts of unit for test.
Assess knowledge of historical astronomy
Clicker Questions
AT Text 2.8
p. 52-55
AT TG 2.8
Demo
AT C.2 Notes
Newton and
planetary
motion
AT Text p. 51 Weights
AT TG 2.8
Calculator
AT TB C.2
AT C.2 Notes
AT Text
Law of
More
gravitation
Precisely 2-2
p. 54
AT TG 2.8
AT C.2 Notes
Newton and Kepler Activity
Exit Ticket: Explain, in terms of
Newton's laws of motion and
gravity, why planets orbit the
Sun.
How Much Do I Weigh?
Which planet did the object
weight the most on and why?
Quick Quiz: Calculate your
weight on Jupiter.
Force of Gravity Lab
Why would a baseball thrown
upward from the surface of the
Moon go higher than one
thrown with the same velocity
from the surface of Earth?
Quick Quiz: Calculate force of
gravity with given values
Escape Velocity Lab
AT Text 2.8
p. 52-55
AT TG 2.8
AT TB C.2
AT C.2 Notes
Escape
Velocity
AT Text C.2
Review
p. 56-57
Information
for timeline
Explain, in terms of Newton’s
laws of motion and gravity, why
planets orbit the Sun
TEST Newton’s and Kepler’s
Laws
AT Text Conceptual Self-Test p.
57
AT TB C.2
Online test
PowerPoint Jeopardy Review
Game using Qwizdom clickers
Unit assessment
INSTRUCTIONAL FOCUS OF UNIT
The early processes that scientists used to develop ideas about how the universe works are still used to today. Early scientists followed the
basic steps of the scientific method and by studying their process and ideas, students have real world examples of the methods they use in
science.

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



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
Identify the aspects of science that are studied by astronomers
Demonstrate lab safety and apply scientific methods
Compare astronomical units of measure and use calculations to crease scale models
Use examples of Stonehenge, Big Horn Medicine Wheel and Caracol to explain ancient understanding of astronomy
Organized history of astronomy into a timeline of events and astronomers
Calculate eccentricity and gravitational forces
Illustrate early models of solar system
Explain Newton’s and Kepler’s Laws as they relate to planetary motion
RESOURCES AND ABREVIATIONS USED
AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
Intro Astronomy Lab Manual
Various Labs and Math Sheets
Astronomy Text, summaries, concept checks, exam questions, and lots of resources.
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 1: Create a story board of the steps in the scientific method (terms: scientific method)
Strategy 6: Students play $10,000 pyramid game where they have to give their partners clues to guess words (terms:
aphelion, astronomical unit, force, perihelion, ellipse, eccentricity, foci, inertia, orbital period, light-year)
Aphelion
Force
Orbital velocity
Astronomical unit (A.U.)
Geocentric
Perihelion
Astronomy
Gravity
Retrograde
Copernican revolution
Heliocentric
Scientific law
Eccentricity
Inertia
Scientific notation
Ellipse
Law of universal gravitation
Scientific theory
Epicycle
Light-year
Semi-major axis
Escape velocity
Orbital period
Foci
ASSESSMENT
1. Which diagram best represents the heliocentric model of a portion of the solar system?
[S = Sun, E = Earth, and M = Moon. The diagrams are not drawn to scale.]
2. The diagram below represents a planet revolving in an elliptical orbit around a star.
As the planet makes one complete revolution around the star, starting at the position shown, the gravitational attraction between the
star and the planet will
a. Decrease, then increase
b. Increase, then decrease
c. Remain the same
d. Continually decrease
3. The diagram below represents the construction of a model of an elliptical orbit of a planet traveling around a star. The focal point and
the center of the star represent the foci of the orbit.
The eccentricity of this orbit is approximately
a. 0.3
b. 1.3
c. 0.8
d. 0.5
4. The diagram below shows a planet's orbit around the Sun.
At which location is the planet's orbital velocity greatest?
a. A
b. B
c. C
d. D
5. Kepler's first law worked, where Copernicus' original heliocentric model failed, because Kepler described the orbits as
a. Elliptical, not circular
b. Much larger than Copernicus had envisioned
c. Around the Sun, not the Earth
d. Being on equants instead of epicycles
6. The most famous prehistoric astronomical observatory is
a. The Sphinx
b. Stonehenge
7.
8.
9.
10.
11.
12.
13.
14.
c. Big Horn stone circle
d. Mount Rushmore
A circular orbit would have an eccentricity of
a. 0
b. between 0 and 0.5
c. between 0.5 and 1
d. exactly 1.0
What does Kepler's third law imply about planetary motion?
a. All planets orbit the Sun at the same speed
b. Planets closer to the Sun orbit at a slower speed than planets farther from the Sun.
c. Planets farther from the Sun orbit at a slower speed than planets closer to the Sun.
d. A planet’s distance from the Sun does not affect orbital speed
The place in a planet's orbit that is closest to the Sun is called
a. Vernal equinox
b. Aphelion
c. Perihelion
d. Foci
The Law of Universal Gravitation was developed by:
a. Kepler.
b. Galileo.
c. Newton.
d. Copernicus.
The force of gravity between two objects:
a. increases with the masses of the bodies, but decreases with their separations.
b. increases with the masses of the bodies, but decreases with the distances between them.
c. increases with the their masses, but decreases with their periods of orbit about the Sun.
d. depends on the density, not the mass of the bodies.
How much stronger is the gravitational pull of the Sun on Earth, at 1 AU, than it is on Saturn at 10 AU?
a. 5 times
b. 10 times
c. 25 times
d. 100 times
Kepler's second law implies what about planetary motion?
a. A planet moves at a constant speed during its orbit of the Sun.
b. A planet moves faster when it is farther from the Sun.
c. A planet moves slower when it is closer to the Sun.
d. A planet moves faster when it is closer to the Sun.
A light-year is
a. 365 days.
b. the distance light travels in a year.
c. the distance from Earth to Proxima Centauri.
d. the amount of light the sun produces in a year.
15. In a heliocentric system, Earth revolves around
a. Mars.
b. the stars.
c. the moon.
d. the sun.
Open-Ended:
16. Explain how the eccentricity describes the shape of an ellipse.
17. What is meant by the Astronomical Unit?
18. Using Newton's first law, describe the motion of a body is moving in the absence of any net external force.
Essay:
19. Relate Kepler's Second Law to the speeds of the planets.
20. How can astronomers determine the mass of the Sun?
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Follow the Meteorite Triangulation Activity use multiple strategies to track a meteorite
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for
solving problems, using multiple perspectives.
 Using Excel to Convert and compare planetary distances from sun
F. Accountability, Productivity, and Ethics
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
 Scale and distance activity students have to work together to create large scale model
9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
 Debate activity scientific revolution relate acceptance of scientific revolution to new advances in science that lead to debate
9.4 21st Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
 How Much Do I Weigh? Use equation to calculate and compare individual weights on planets.
MODIFICATIONS/ACCOMMODATIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
7.
8.
9.
10.
11.
More time
Test administered in a quieter setting
Tests read orally
Chunking assignments into smaller segments
Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Holt Modern Earth Science resources for Solar System http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?HQ2%20CH29
The Scientific Revolution/ http://hti.osu.edu/history-lesson-plans/european-history/scientific-revolution
Modern History Sourcebook: Galileo Galilei: Letter to the Grand Duchess Christina of Tuscany, 1615
http://www.fordham.edu/halsall/mod/galileo-tuscany.asp
Pearson Resource Astronomy Today 5e (notes, questions, images, etc.)
UCCS Astronomy Course Resources (PowerPoint’s and animations)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON
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
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
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
Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Unit 2: Earth/Sun/Moon System
Total Number of Days: 41 Grades: 11-12
ESSENTIAL QUESTIONS
1. Why do objects appear to move in the sky?
2. Why does the Earth experience seasons?
3. How did constellations benefit early civilizations?
4. What causes the Earth vary in distance from the Sun?
5. Why does the moon appear to change shape through
the month?
6. Why do observers on Earth only see one side of the
Moon?
7. How do Zodiac constellations relate to the orbit of
Earth?
8. What causes Earth to experience tidal changes?
9. What causes lunar and solar eclipses?
Course: Astronomy
ENDURING UNDERSTANDINGS
1. Objects appear to move through the sky due to the rotation of the
earth.
2. The axis on which the Earth rotates is tilted relative to its orbital
plane. The tilt combined with Earth’s revolution around the Sun
causes changes in the amount of heating throughout the year.
3. Constellations are patterns of the stars created by ancient
civilizations. They have been used for navigating and creating
calendars.
4. The Earth’s orbit is slightly elliptical. Earth is closer to the Sun
during the Northern Hemisphere’s winter.
5. As the Moon revolves we see different amounts of its lighted half;
these are called phases.
6. The Moon’s rotational and orbital period are both 27.3 days
allowing us to only see one side of the moon from Earth.
7. Zodiac constellations are a group of star patterns centered on the
plane of the Earth’s orbit.
8. The Moon and Sun cause the tides. Tides have a daily and
monthly set of changes.
9. A solar eclipse happens when the Earth moves into the Moon’s
shadow. A lunar eclipse happens when the Moon moves into
Earth’s shadow.
Standard
PACING
CONTENT
SKILLS
(CCCS/
NGSS)
Days
Basic
Topic
Description of what students will be able to
do
see appx.
1 day = 42
min
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
2
Earth’s Place Apply the scale of objects in the Universe to
AT Text 1.1
in the
Earth
5.1.12.A.2 p. 6-7
Universe Pinpoint the Earth’s location within the
5.1.12.D.3 AT TG 1.1
AT C.1 Notes
solar system and the Milky Way galaxy
5.4.12.A.2
9.1.12.A.1
2
2
2
Our view Plot the motion of the objects on the
from Earth celestial sphere
5.1.12.A.2
Create a star chart for a location that can be 5.1.12.D.1 AT Text
adjusted for date and time
5.1.12.D.2 appendix

5.1.12.D.3 p. S1-S9
9.1.12.B.1
Calculate the speed at which Earth rotates
at varying latitudes and translate that into
the speed celestial objects move across the
sky
2
Constellations Compare and contrast the science of
Astronomy and mythologies such as
astrology
1
AT Text 1.3
p. 10-13
AT TG 1.3
AT C.1 Notes
AT Text 1.4
more precisely
p. 14
AT TB C.1
AT Text 1.2
p. 8-9
AT TG 1.2
5.1.12.A.1 AT C.1 Notes
5.1.12.B.3
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3 AT Text 1.3
Propose how grouping stars into
constellations helped ancient humans better 9.1.12.A.1 p. 10-13
predict seasons

AT TG 1.3
AT C.1 Notes
Position of
Make Model Universe
Earth in Milky
Way
Describe where Earth and our
solar system are within the Milky
Way.
Draw it: Compare sizes of the Sun,
Earth, Solar System, and Milky
Way
Celestial
Plot on celestial sphere
Sphere Info
Why do astronomers find it useful
to retain the fiction of the celestial
sphere to describe the sky?
Journal Entry: Think about when
you look at the night sky. Describe
what you see.
Interactive Star Make Star Finder
Chart
Exit Ticket: Why do star charts
need to be adjusted for date and
time?
Rotation
Speed of Earth Spin
Zodiac Ref
Sky Map
How does the speed of earth’s
rotation at 85 degrees N compare
to the speed at 5 degrees N?
Quiz: rotation and night sky
Bad Astronomy
What’s your sign?
Why is astrology considered a
pseudoscience?
Twitter post: express how you feel
about pseudoscience in less than
140 characters
Make a Constellation
Seasonal Constellations multiple
activities
What makes up a constellation?
Connect the dots: given a pattern
1
Plot stars and constellations on a grid using
celestial coordinates

1
Predict the visibility of constellations based
on Earth’s position relative to the Sun

1
2
Devise the position of Polaris by locating
key circumpolar constellations
AT Text 1.3
p. 10-13
AT TG 1.3
AT C.1 Notes
AT TB C.1
Sky Events
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
Ptolemy
simulator
AT Text 1.3
p. 10-13
AT TG 1.3
AT C.1 Notes
AT TB C.1
Tilt of Earth Demonstrate, using models, the relationship
AT Text 1.4
and Seasons between Earth’s tilt and orbital location and
p. 13-18
season.
5.1.12.A.1 AT TG 1.4
5.1.12.B.3 AT C.1 Notes
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.4.12.F.1
9.1.12.A.1
Current Night
Sky
seasons Ref
seasons ref2
of stars come up with your own
constellation.
Plot Stars
Star Walking (kinesthetic)
What information is needed to
plot stars in a grid?
Quiz: plot stars using celestial
coordinates
Mapping Constellations
Zodiac Constellations
Students as Constellations
(kinesthetic)
In astronomical terms, what are
summer and winter, and why do
we see different constellations
during those seasons?
Draw it: draw the relative
positions of the sun, earth, and
your zodiac constellation
Navigate with Constellations
Why are their circumpolar
constellations?
Why do constellations close to
Polaris seem to rotate around it?
Quiz: seasonal and circumpolar
constellations
Reasons for Seasons Packet of
Activities
Season Basics
Seasons Modeling
What is precession? Explain in
your own words what changes
you would see on the celestial
sphere over the course of one
precession cycle.
Quick write: without stopping,
write what most confuses you
about seasons.
2
Describe how the length of daylight, and
angle of the noon Sun above the horizon
relate to seasonal temperatures.
2
Plot the ecliptic when given data positional
data for a given date and latitude.
1
2
Predict the angle of the noon Sun above the
horizon for a given date and location.
Plot the Equator, Poles, Tropic of Cancer
and Capricorn, and the Arctic and Antarctic
circles on a map of the Earth.
Relate the angle of the Earth’s tilt to these
locations.
1
Estimate month of the year by examining a
diagram of the Earth’s orbital position
Describe day length and weather in NJ on the
winter solstice, vernal equinox, summer
solstice, and autumnal equinox
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
AT TB C.1
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
Tilt and Climate Angle of Sunlight
Angle of Sun and intensity
Angle of Sun
Ice cube experiment
Describe or draw how the angle
of the Sun changes from sunrise
to sunset.
3-2-1: List 3 things you found out,
2 interesting things, and 1
question you still have.
Apparent
Plot Sun
Motion of Sun
Does the Sun ever follow the
same path twice? Explain.
Quiz: Seasons, day length, and
angle of sun
Kinesthetic
Angle of Sun Activity for different
Activity Ideas locations
What locations on Earth can
experience the Sun directly
overhead?
Postcard: Write a postcard to a
friend in NJ about your trip to the
equator.
Tilt Activity
Measuring Tilt from Earth
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
Animation of
seasons
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
Seasons, time
zones, latitude,
longitude,
How can we determine the exact
animations,
date and time for the equinoxes
activities
and solstices?
Journal Entry: Pick your favorite
What relationship is there
between the angle of Earth’s tilt
and the latitude of the Tropic of
Cancer?
Quick Quiz: Plot 3 locations on a
map using latitude and longitude
Season Connections
Justify how Australia experiences winter
1
while the US experiences Summer.
1
2
1
1
Assessment Assess knowledge of seasons, constellations,
Earth’s place in the Universe, and our view
from Earth.
Earth’s Calculate the eccentricity of the Earth’s
Revolution orbit
Calculate Earth’s distance from the Sun at
its aphelion and perihelion
Compare and contrast Sidereal year and
tropical year
5.1.12.A.1
5.1.12.A.2
the moon around earth
Compare the orbital and rotational periods 5.1.12.D.1
of the moon and propose why we only see
5.1.12.D.2
one side of the moon
5.4.12.F.1
9.1.12.A.1
9.1.12.B.1
Phases of Diagram the positions of the Sun, Moon, and
Moon
Motion
Demonstrate, using models, the motion of
the Moon Earth during a lunar month as they relate to
the phases of the Moon.
1
Identify the name of each phase given
picture of the Moon or a diagram of Moon’s
position relative to the Earth and Sun.
of the equinoxes and solstices.
Describe why you like it the most
terms of things you learned in
class.
Seasons and Hemispheres
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
N vs. S
hemisphere
seasons
AT TG C.1
AT TB C.1
Sample test
AT Text 1.4
p. 13-18
AT TG 1.4
AT C.1 Notes
Eccentric Earth Calculate Earth’s Eccentricity
AT Text 1.5
p. 18-23
AT TG 1.5
AT Text 8.4
p. 195-201
AT TG 8.4
AT C.1 Notes
AT Text 1.5
p. 18-23
AT TG 1.5
AT C.1 Notes
Video
synchronous
orbit
AT Text 1.5
p. 18-23
AT TG 1.5
Phases
explained
NJ is located at 41 degrees N. If
we all moved to a location at 41
degrees S, what season would
start around Dec. 21, Sept. 22?
Draw it: Draw earth, label US and
Australia, and illustrate why we
experience opposite seasons.
Test: Seasons and constellations
What effect does the change in
distance between the earth and
the sun have on the earth?
Write a text message: Explain to
your 8 year-old sister why the
temperature in NJ is so cold when
we are closest to the sun.
Model Moon Motion
Exit Ticket: Why can we
categorize the moon as having a
near side and a far side? Why
can’t we use the terms light side
and dark side?
Phase calendar Oreo Moon Phases
Why do we see phases of the
moon?
Word Roots: list words that
contain the prefix lunName that Moon Phase
Use the position of the sun, moon,
AT Text 1.5
p. 18-23
AT TG 1.5
AT C.1 Notes
Video phases
and earth to predict the phase of
the moon.
Illustrate: draw each phase of the
moon.
Multiple Hands on Phase
AT Text 1.5
p. 18-23
AT TG 1.5
AT C.1 Notes
Eclipses
If one complete hemisphere of the
Moon is always lit by the Sun, why
do we see different phases of the
Moon?
Quiz: Moon motion and phases
Phases and Eclipses Lab Activity
AT C.1 Notes
Model phases of the moon using light
1
source (sun), model earth, and model moon.
2
Solar and Propose what conditions are necessary for a
Lunar
total solar and lunar eclipse based on phases
Eclipses of the moon
Diagram lunar and solar eclipse and identify
parts of shadows.
5.1.12.A.1
Compare and contrast total and partial
5.1.12.B.3
eclipses and explain who each occur
5.1.12.D.1
1
5.1.12.D.2
9.1.12.A.1
Create a moving model of a solar and lunar 9.1.12.B.1 AT Text 1.5
p. 18-23
eclipse to depict partial and total eclipses. 
Modeling
Eclipses
Illustrate the configuration of the Sun,
AT Text 7.6
p. 182-184
Moon, and Earth as it relates tidal changes on
AT TG 7.6
Earth
AT C.7 Notes
Compare the timing of tides to the motion of
the Moon
5.1.12.A.1
Tides
Calculate the force of gravity between the
Tidal Forces
AT TG 1.5
AT C.1 Notes
2
1
Tides
5.1.12.D.2
AT Text 7.6
9.1.12.A.1 p. 182-184
Earth and Moon and compare to the force of
9.1.12.B.1 AT TG 7.6
gravity between the Earth and the Sun.
AT C.7 Notes
Infer what has the greater affect on Earth’s
AT TB C.7
tides, the Sun or the Moon?
AT TB C.1
2
Review Unit Review questions and study guide
Concepts
5.4.12.F.1 AT Text C.1
5.4.12.A.2 Review p. 30-
What types of solar eclipses
would you expect to see if Earth's
distance from the Sun were to
double? What if the distance
became half its present value?
Shadow Puppets: How does the
size of the shadow relate to how
close the object is to the light?
Eclipse Lollipop Lab
Why aren’t there lunar and solar
eclipses every month?
Quiz: Eclipses
Model Kinesthetic Tides
Bay of Fundy Tides Data Graph
Describe the conditions necessary
for Spring tides and Neap tides.
Clicker Questions: What tide is it?
Lab Gravity and Tides
How is the force of gravity
between two objects related to
the distance between those two
objects?
Test: Moon phases and tides
Sample review AT Text Conceptual Self-Test p.
game
30,186
1
Unit
Assessment
Assess knowledge of Earth/Moon/Sun
system
31
AT Text C.7
Review p. 185187
AT TB C.1
AT TB C.7
PowerPoint Jeopardy Review Game
using Qwizdom clickers
Unit assessment
INSTRUCTIONAL FOCUS OF UNIT
Students can relate the things they observe about the sky to occurrences in the solar system.
 Relate Earth’s rotation to the movement of celestial objects across our skies during a 24 hour period.
 Use constellations to find compass direction and time of the year.
 Identify the affects of Earth’s tilt on the distribution of heat on Earth
 Explain why we only see one side of the Moon from Earth
 Identify Moon phases and explain why they occur
 Describe conditions necessary for eclipses
 Relate the gravitational forces of the Moon and Sun and their relative positions as they affect tidal changes on Earth.
RESOURCES AND ABREVIATIONS USED
AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
Lots of hands on activities for multiple topics http://www.gov.pe.ca/photos/original/4h_astronomyAG.pdf
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 3: Create picture of terms (terms: 1st quarter, 3rd quarter, gibbous, crescent, full moon, new moon)
Strategy 6: Students will come up with Charades (body motions/gestures) to represent terms (terms: waning, waxing, axis,
tidal bulge, circumpolar constellation, orbital plane)
1st quarter moon
Gibbous
Synchronous rotation
rd
3 quarter moon
Lunar Eclipse
Tidal bulge
Antarctic Circle
Lunar Phase
Tide
Artic Circle
Autumnal Equinox
Axis
Azimuth
Celestial sphere
Circumpolar constellations
Constellation
Crescent
Ecliptic
Full moon
Neap tide
New moon
Orbital plane
Penumbra
Precession
Seasons
Sidereal year
Solar Eclipse
Spring tide
Summer Solstice
Tropic of Cancer
Tropic of Capricorn
Tropical year
Umbra
Vernal Equinox
Waning
Waxing
Winter Solstice
ASSESSMENT
1. To an observer located at the Equator, on which date would the Sun appear to be directly overhead at noon?
a. June 6
b. February 1
c. March 21
d. December 21
2. Which constellations are both visible at midnight when Earth is located at position D?
a. Leo and Virgo
b. Aries and Taurus
c. Aquarius and Scorpio
d. Pisces and Libra
3. Which statement best explains the apparent daily motion of the stars around Polaris?
a. The Earth revolves around the Sun.
b. The Earth has the shape of an oblate spheroid.
c. The Earth rotates on its axis.
d. The Earth's orbit is an ellipse.
4. The phase of the moon you see depends on
a. how much of the moon’s surface is lit by the sun.
b. where you are on Earth’s surface.
c. how much of the sunlit side of the moon faces Earth.
d. whether or not an eclipse is occurring.
5. For a solar eclipse to occur,
a. Earth must be directly between the sun and the moon.
b. the moon must be directly between Earth and the sun.
c. the moon must be directly behind Earth.
d. the sun must be directly between Earth and the moon.
6. During a total lunar eclipse the moon is in Earth’s
a. orbit.
b. umbra.
c. penumbra.
d. corona.
7. When the north end of Earth’s axis is tilted toward the sun, North America will experience
a. more indirect rays and longer days.
b. more indirect rays and shorter days.
c. more direct rays and longer days.
d. more direct rays and shorter days.
8. You are less likely to see a total solar eclipse than a total lunar eclipse because
a. new moon phases occur less often than full moon phases.
b. only people on the daytime side of Earth can see a solar eclipse.
c. the moon’s shadow covers all of Earth during a solar eclipse.
d. the moon’s umbra only covers a small area on Earth’s surface.
9. Because the moon rotates once for each revolution around Earth,
a. you see some phases more than others.
b. a different side of the moon faces Earth each day.
c. the far side of the moon is visible only during the full moon phase.
d. you never see the far side of the moon from Earth.
10. Earth has seasons because
a. the distance between Earth and the sun changes.
b. its axis is tilted as it moves around the sun.
c. the temperature of the sun changes.
d. it rotates on its axis.
11. When are tides highest?
a. during the moon’s third quarter phase
b. when the moon is at a right angle to the sun
c. during the moon’s first quarter phase
d. when the sun, Earth, and the moon are nearly in a line
12. An equinox occurs when
a. the north end of Earth’s axis is tilted away from the sun.
b. the north end of Earth’s axis is tilted toward the sun.
c. neither end of Earth’s axis is tilted toward or away from the sun.
d. Earth’s axis is parallel to the sun’s rays.
13. According to the diagram of the position of the Earth relative to the Sun’s rays, which season is the Northern Hemisphere experiencing?
a. Summer
b. Autumn
c. Winter
d. Spring
14. During what phase of the moon can a lunar eclipse occur?
a. waxing gibbous
b. first quarter
c. full moon
d. new moon
Open-Ended Questions:
Use the diagram to the right to answer questions 15-18.
15. What are the phases shown in A and D called?
16. Which two phases are gibbous moons?
17. Approximately how much time passes between H and B?
18. Where is the moon in relation to Earth and the sun during phase B?
Essay:
19. Explain why it is generally warmer near the equator than it is near the poles.
20. Explain why spring tides are higher than all other tides.
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 What’s your sign? Students use their astrological sign to compare astronomy and astrology
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its
implications for solving problems, using multiple perspectives.
 Bay of Fundy Tides Data Graph Use data from two tidal locations to graph and compare.
F. Accountability, Productivity, and Ethics
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
 Star Walking (kinesthetic) Students have to work together to create a scale model using
themselves to represent planets
9.4 21st Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education
and career opportunities
 Plot Sun Use calculations to plot path of the sun
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
Accommodations:
1. Preferential seating
Extensions:
1. Alternative assignments
2.
3.
4.
Shortened assignments
Different goals
IEP modifications for summative and
formative assessments
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Have students work in pairs
Assistive technologies
Three options on multiple choice exams
Larger print
Fewer problems on each page
More time
Test administered in a quieter setting
Tests read orally
Chunking assignments into smaller segments
Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON






Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
2.
3.
Independent studies
Mentoring of other students
Unit 3: Our Solar System
Total Number of Days: 26 Grades: 11-12
ESSENTIAL QUESTIONS
1. What objects make up our solar system?
2. In what ways are the planets similar?
3. How are the planets classified?
4. How can observers from Earth determine basic
properties of each planet?
5. When and how did our solar system form?
ENDURING UNDERSTANDINGS
1. Our solar system consists of the Sun and everything that orbits the Sun.
(includes 8 planets, moons (satellites), dwarf planets, asteroids,
meteoroids, comets, Asteroid belt, Kuiper belt, and the Oort cloud).
2. The planets orbit the sun and rotate in the same direction.
3. Planets are classified by density as either inner planets or outer planets.
4. Properties of planets can be determined by observations and
calculations based on Kepler’s and Newton’s Laws.
5. The objects of the solar system formed at the same time, 4.6 billion years
ago, from a rotating cloud of gas and dust.
Standard
PACING
CONTENT
SKILLS
(CCCS/
NGSS)
Days
Basic
Topic
Description of what students will be able
to do
see appx.
1 day = 42
min
Course: Astronomy
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
Chapter 6 &
14
3
2
Objects in
our Solar
System
Identify and compare characteristics of
objects that exist in our solar system
5.1.12.A.1
5.1.12.D.1
5.1.12.D.2
5.4.12.A.2
Devise a scale conversion to compare the 9.1.12.A.1
9.1.12.B.1
sizes of objects in our solar system and
their distance from the Sun (if applicable)
AT Text 6.1
p. 136-138
AT TG 6.1
AT C.6 Notes
Our system
NASA
Activity objects in solar system
AT Text 6.2
p. 138-139
AT TG 6.2
AT Text 6.3
p. 139-140
Journey to
scale
How do astronomers go about
determining the bulk properties
(i.e., masses, radii, and
densities) of distant planets?
Clicker Questions: Name that
object
Devise a scale and model solar
system distances
Planets to
scale
How would you calculate the
distances needed to make a
AT TG 6.3
AT C.6 Notes
1
Nonplanetary
objects
1
2
Non planets
5.4.12.A.2
9.1.12.B.1
AT Text 6.5
p. 143-144
AT TG 6.5
AT Text 14.1
p. 340-345
AT TG 14.1
AT Text 14.2
p. 345-353
AT TG 14.2
AT C.14 Notes
AT C.6 Notes
AT TB C.6
AT TB C.14
AT Text 14.2
p. 345-353
AT TG 14.2
AT C.14 Notes
AT Text 6.5
p. 143-144
AT TG 6.5
AT C.6 Notes
AT Text 14.4
p. 358-362
AT TG 14.4
AT C.14 Notes
AT Text 6.5
p. 143-144
AT TG 6.5
AT C.6 Notes
AT Text 6.4
p. 140-143
AT TG 6.4
AT C.6 Notes
AT TB C.6
5.1.12.A.1
AT Text 6.4
Table of
5.1.12.A.1
5.1.12.D.1
Compare and contrast the orbits of
5.1.12.D.2
planets, moons, dwarf planets, and comets
5.4.12.A.2
Describe the characteristics of the
9.1.12.A.1
Asteroid belt, Kuiper belt and the Oort
9.1.12.B.1
cloud.
2
1
Illustrate the anatomy of a comet and
compare structure to meteoroids and
asteroids.
Determine characteristics needed for an
object in the solar to orbit another object
Differentiate between a meteor,
meteoroid, and meteorites.
Relate the occurrence of meteor showers
to the orbital path of comets
Comparative Arrange the 8 planets into two groups
Planetology based on properties such as mass, density,
5.1.12.A.1
number of moons, etc.
Inner and
Compare and contrast inner and outer
100th scale model of the solar
system?
Simile: If driving to Mars is like
driving to PA, than driving to
Jupiter is like driving to _____
Comparing comets, asteroids,
and meteoroids activity
What are comets like when they
are far from the Sun? What
happens when they enter the
inner solar system?
Quiz: solar system basics
NASA
reference
Compare Orbits
Why do some objects orbit the
sun, while others orbit planets?
Venn it: Draw a Venn diagram to
compare the orbits of planets
and comets
Meteor
Inner vs.
outer
Comparing meteors
Why are astronomers so
interested in interplanetary
matter?
Draw it: Draw a picture of a
meteor, meteorite, and
meteoroid.
Sorting the Solar System
Name three differences
between terrestrial and jovian
planets.
Quiz: Interplanetary objects
Classifying Planets
Outer
Planets
planets’ orbital period, rotational period,
orbital speed, eccentricity, orbital
inclination, distance from the Sun, average
surface temperature, atmospheric
properties, number of moons, density,
presence of rings, etc.
5.1.12.B.3
5.1.12.D.1
5.4.12.A.2
9.1.12.A.1
9.1.12.B.1
Propose reasons for solar system
.5
anomalies like Venus’s retrograde rotation
and Uranus’ 90 degree axial tilt.
Categorize properties of planets as
.5
dependent or independent of distance
from the Sun
Compare the current definition of the
1
word planet to the original and explain
why it was changed
Defend the decision of astronomers to
“downgrade” Pluto’s status from planet to
dwarf planet.
2
2
Formatio
n of Solar
System
Create a timeline for the steps in the
formation of the solar system
Relate accretion to similar processes on
Earth
Devise how gravity played a role in the
formation of the planets
5.1.12.A.1
5.1.12.A.2
5.1.12.D.1
5.1.12.D.2
5.4.12.A.2
9.1.12.A.1
9.1.12.B.1
p. 140-143
AT TG 6.4
AT C.6 Notes
Planet Data
AT Text 6.2
p. 138-139
AT TG 6.2
AT Text 6.3
p. 139-140
AT TG 6.3
AT C.6 Notes
AT Text 6.2
p. 138-139
AT TG 6.2
AT Text 6.3
p. 139-140
AT TG 6.3
AT C.6 Notes
AT Text 14.3
p. 353-358
AT TG 14.3
AT C.14 Notes
Solar system
info
worksheets
AT Text 6.6
p. 144-152
AT TG 6.6
AT Text 6.7
p. 152-156
AT TG 6.7
AT C.6 Notes
AT TB C.6
AT TB C.14
AT Text 6.6
p. 144-152
AT Text More
Precisely p.
Formation
overview
timeline
Orbit and
rotation
Pluto Status
Angular
momentum
Why do astronomers draw such
a clear distinction between the
inner and the outer planets?
Chart it: Devise a data table to
compare properties of inner and
outer planets
Uranus Tilt
Exit Ticket: How did some of the
planets get tilted?
Orbit of planets
Why are the jovian planets so
much larger than the terrestrial
planets?
Categorize: Rank Planets in
order of decreasing density
Make a planet
Why was the original definition
for planet changed?
Write a letter: Write a letter to
Pluto explaining why it can’t be
a planet anymore.
Solar System Math
Describe the process that
started the formation of our
solar system.
Quiz: inner and outer planets
Active Accretion
Describe the basic features of
the nebular theory of solar
Explain angular momentum and its role
in the formation of the solar system
Compare the density of the outer planets
1
and the inner planets and propose how
density played a role in the formation of
planets
Collect and analyze data to support the
1
theory that the solar system and earth
formed simultaneously 4.6 billion years
ago
1
2
Dating
the solar
system
Explain how the age of the solar system
can be obtained by finding the age of rocks
on Earth
Calculate the age of a rock based on the
half life of radioactive elements
149
AT TG 6.6
AT C.6 Notes
AT Text 6.6
p. 144-152
AT TG 6.6
AT Text 6.7
p. 152-156
AT TG 6.7
AT C.6 Notes
Role of
density
AT Text 6.6
p. 144-152
AT TG 6.6
AT Text 6.7
p. 152-156
AT TG 6.7
AT C.6 Notes
AT TB C.6
AT Text 6.6
p. 144-152
AT TG 6.6
AT Text 6.7
p. 152-156
AT TG 6.7
AT C.6 Notes
Evidence age
reading
5.1.12.A.2
5.1.12.D.1
5.4.12.A.2
9.1.12.A.1
HS-ESS1-6 AT Text 7.4
More Precisely
p. 172-173
system formation, and give
three examples of how this
theory explains some observed
features of the present-day
solar system.
3-2-1: List 3 things you found
out, 2 interesting things, and 1
question you still have.
Density and planet formation
How did the temperature at
various locations in the solar
nebula determine planetary
composition?
Quick write: without stopping,
write what most confuses you
about density and the formation
of the solar system
Formation of Solar System
What evidence is there to
support the theory of how the
solar system formed?
Quiz: formation of solar system
Dating Rocks
Relate rock age to solar system
age
Exit Ticket: If everything in the
solar system formed at about the
same time, how should the ages
of meteorites on earth compare
to each other?
Meteorite
date data
Radiometric Dating Lab
What radioactive isotopes are
used in dating rocks? Why do
we use these?
Make your own example: make
up a radioactive element, name
2
1
Review
Unit
Concepts
Place all objects in the solar system on a
three dimensional diagram
Unit
Assess knowledge of solar system
Assessment
AT Text C. 6
Review
Review p. 156- games
159
AT Text C.14
Review p. 363365
AT TB C. 6 & 14 Questions
it, assign it a half life, and figure
out how much would be left after
1 billion years.
AT Text Conceptual Self-Test p.
157,364
PowerPoint Jeopardy Review
Game using Qwizdom clickers
Unit assessment
INSTRUCTIONAL FOCUS OF UNIT
Our understanding of how the solar system formed is based on collecting evidence of things we can observe today. Students will use critical
thinking to relate such evidence to the formation of solar system. They will also develop essential math skills by calculating ages of rock.
 Classify objects in the solar system based on description or position
 Compare and contrast inner and outer planets
 Place steps in the formation of the solar system in chronological order and describe each step
 Apply the physics concept of angular momentum to account for rotation and revolution
 Calculate age of solar system using radiometric data collected from meteorites on Earth
 Present evidence the supports the current theory of how the solar system formed
RESOURCES AND ABREVIATIONS USED
AT Text –Astronomy Today Textbook 8th Edition- Chaisson/McMillan PEARSON
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 5: Tell a friend- one student tells the other a story using 3 related terms (terms: meteor, meteorite, meteoroid)
Strategy 4: Venn Diagram- use Venn Diagram to compare terms (protoplanet and protosun)
Accretion
Angular momentum
Asteroid
Asteroid belt
Coma
Comet
Condensation nuclei
Dwarf planet
Half-life
Ion tail
Jovian
Kuiper belt
Meteor
Meteor shower
Meteorite
Meteoroid
Oort cloud
Orbital inclination
ASSESSMENT
1. What do all of the inner planets have in common?
a. They all have rings.
b. They all have abundant liquid water.
c. They all have many moons.
d. They all are small and have rocky surfaces.
2. What shape are the orbits of most comets?
a. long, narrow ellipses
b. circles
c. nearly circular ellipses
d. spherical
3. The asteroid belt is located
a. between Earth and Mars.
b. between Mars and Jupiter.
c. between Jupiter and Saturn.
d. between Saturn and Uranus.
4. Meteoroids usually come from
a. debris from other planets.
b. the solar wind.
c. meteorites.
d. comets or asteroids.
5. When a meteoroid enters Earth’s atmosphere, it produces a streak of light called a(n)
a. meteor.
b. asteroid.
c. meteorite.
d. comet.
6. Venus and Earth are much alike in terms of
a. their size and density.
b. their rates of rotation.
c. their atmospheres.
d. their direction of rotation.
7. Saturn’s rings are made up mostly of
Orbital plane
Planet
Planetesimal
Protoplanet
Protosun
Radioactive decay
Ring
Satellite
Terrestrial
a. nitrogen and helium.
b. ice and water vapor.
c. volcanic dust particles.
d. chunks of ice and rock.
8. Uranus is different from most other planets because it
a. is the farthest from the sun.
b. is mostly nitrogen and helium.
c. rotates on its side.
d. has the most moons.
9. Which planet by itself contains the majority of mass of all the planets?
a. Jupiter
b. Saturn
c. the earth
d. Venus
10. What is true about solar system densities?
a. The denser planets lie closer to the Sun.
b. The asteroids all have about the same density.
c. Saturn has the same density as water.
d. Planetary density increases with increasing distance from the Sun.
11. What aspects of the planets orbits are nearly the same for most planets?
a. orbital period and shape
b. shape and tilt from the ecliptic
c. shape and distance from the Sun
d. orbital period and distance from the Sun
12. The Kuiper Belt is found where in the solar system?
a. beyond the orbit of Neptune
b. among the orbits of the terrestrial planets
c. between the orbits of Mars and Jupiter
d. between the orbits of Jupiter and Uranus
13. A meteorite is
a. a chunk of space debris that has struck the ground.
b. a streak of light in the atmosphere.
c. an icy body with a long tail extending from it.
d. a chunk of space debris orbiting the Earth.
14. The tail of a comet always points
a. toward the Sun and disappears at perihelion.
b. toward Earth and never varies.
c. away from the Sun and disappears at perihelion.
d. away from the Sun and becomes longest and brightest at perihelion.
Open-Ended:
15. How do the atmospheres of terrestrial worlds compare with the jovians?
16.
17.
18.
19.
Name three properties of the solar nebula still seen in planet orbits.
In addition to Earth, which planets are represented in the diagram to the right?
What is the role of dust in the condensation theory?
For what reasons do we consider the planets of the solar system to be of two fundamentally different types?
20. Contrast the orbits of comets and asteroids.
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Density and planet formation role of density in planetary features
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its
implications for solving problems, using multiple perspectives.
 Classifying Planets organize data to classify planets
st
9.4 21 Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary
education and career opportunities
 Radiometric Dating Lab calculate age of rock using half life data
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking assignments into smaller
segments
11. Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
th
Astronomy Today 8 Edition- Chaisson/McMillan PEARSON


Instructor Notes
Test bank questions
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students




PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Unit 4: Stars
Total Number of Days: 39 Grades: 11-12
ESSENTIAL QUESTIONS
1. Why does the Sun have such a strong gravitational pull
and massive amounts of energy?
2. How does solar activity affect the Earth?
3. How are stars classified?
4. How can stars have a life-cycle?
5. Why are massive stars essential for the formation of black
holes and heavy elements?
ENDURING UNDERSTANDINGS
1. The Sun contains most of the mass of the solar system and is fueled by
the fusion of hydrogen into helium.
2. Solar activity varies, sometimes producing large flares that affect
Earth’s radio communications and cause Auroras.
3. Stars are classified by their size and brightness.
4. Stars are formed with a limited amount of fuel that eventually runs out.
5. Massive stars explode into supernovas and produce the heavier
elements in the universe and can collapse into black holes.
Standard
PACING
CONTENT
SKILLS
(CCCS/
NGSS)
Days
Basic
Topic
Description of what students will be able
to do
see appx.
1 day = 42
min
Course: Astronomy
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
1
2
Chapters
16,17,19,20
The Sun’s Differentiate between the photosphere,
AT Text 16.3
Atmosphere chromosphere and corona.
p. 397-400
Create a diagram of the layers of the Sun’s
AT TG 16.3
atmosphere.
HS-ESS1-1 AT C.16 Notes
Explain how solar wind is created and its
influence on Earth’s magnetic sphere.
Compile a list of conditions necessary for
the formation of auroras.
5.1.12.A.1
5.1.12.D.1
5.1.12.D.2
5.4.12.A.3
9.1.12.A.1
9.1.12.B.1
AT Text 16.5
p. 405-409
AT TG 16.5
AT C.16 Notes
AT Text 7.5
p. 180-182
AT TG 7.5
AT C.7 Notes
Sun Overview
NASA
Sun’s
Atmosphere
Earth’s
Magnetic
Field
Aurora
photos and
explanation
Feature of Sun activity
Exit Ticket: List two ways in
which the spectrum of the solar
corona differs from that of the
photosphere.
Aurora and magnetic sphere
How are solar winds, auroras,
and solar flares interrelated?
Postcard: Write a postcard to
your friend about your visit to
Norway and your first
experience seeing the aurora
1
Find the relationship between sunspots,
solar flares, solar wind, and prominences.

2
1
1
1
2
Analyze data on past solar activity and
compare to changes in solar polarity.
Sun’s
structure
Illustrate the layers of the Sun and
identify where various solar processes
occur.
Explain the process of fusion within the
Sun’s core.
Create a timeline on a diagram of the
Sun’s interior to illustrate the transfer of
heat from the Sun’s core to the surface.
Compare the temperature in each of the
Sun’s layers.
Calculate the Sun’s lifespan based on its
AT Text
Discovery
p.409
AT Text 16.4
p. 400-405
AT TG 16.4
AT C.16 Notes
borealis.
Solar
atmospheric
occurrences
AT Text 16.4
p. 400-405
AT TG 16.4
AT C.16 Notes
Sun cycles
AT Text 16.1
p. 390-392
AT TG 16.1
AT Text 16.2
p. 392-397
AT TG 16.2
AT C.16 Notes
AT TB C.16
AT Text 16.6
p. 410-414
AT TG 16.6
AT C.16 Notes
Solar
structure
HS-ESS1-1
5.1.12.A.1
5.1.12.A.2
5.1.12.D.1
5.1.12.D.2
5.1.12.D.3
5.2.12.D.3
5.4.12.A.3
9.1.12.A.1 AT Text 16.6
9.1.12.B.1 p. 410-414
Detailed solar
fusion
Solar
Convection
AT TG 16.6
AT C.16 Notes
AT Text 16.6
p. 410-414
Temperature
data
Plot Sunspot data
What is the cause of sunspots,
flares, and prominences?
Find the pattern: Look at data
about sunspots and find trend
Looking at the data
Why does the sun have a solar
cycle and how long is it?
3-2-1: List 3 things you found
out, 2 interesting things, and 1
question you still have.
Solar Structure Activity
Name and briefly describe the
main regions of the Sun
Quiz: Sun’s atmosphere
Making the Sunshine
What is the law of conservation
of mass and energy? How is it
relevant to nuclear fusion in the
Sun?
Draw it: draw what you imagine
fusion to look like
Sun’s transfer of heat
Describe how energy generated
at the center of the Sun reaches
Earth.
Clicker Questions: sun’s structure
Depletion of Helium
How hot is the solar surface
Helium and Hydrogen content.
2
2
2
1
Compare and contrast how the different
types of spectra are created.
Analyze spectral lines from the Sun to
determine which elements are present in
the Sun.
Measuring
and
Classifying
the Stars
Convert from parallax to parsecs.
Calculate stellar distances using parallax
shift.
AT TG 16.6
AT C.16 Notes
AT Text 16.3
p. 397-400
AT TG 16.3
AT C.16 Notes
AT TB C.16
AT Text C.16
Chapter
Review p. 417419
AT Text 17.1
p. 422-425
AT TG 17.1
AT C.17 Notes
Sun’s age
compared to the solar core?
AT Text Self Test 5-6 p. 418
Understanding Analyzing Spectra
spectra
What are absorption and
emission lines? What do they
tell us about the properties of
the gas producing them?
Test: Sun Structure
parsec
AT Text 17.1
Measuring
p. 422-425
with parallax
AT TG 17.1
AT C.17 Notes
HS-ESS1-3
5.1.12.A.1
5.1.12.A.2
5.1.12.D.1
5.2.12.D.3
Compare and contrast apparent, absolute 5.4.12.A.3 AT Text 17.2
9.1.12.A.1 p. 425-427
magnitude, and luminosity.
9.1.12.B.1 AT TG 17.2
Magnitude
AT C.17 Notes
1
Calculate the luminosity of a star using
apparent magnitude and distance.
AT Text 17.2
Luminosity
p. 425-427
AT TG 17.2
AT C.17 Notes
Convert parallax to parsecs
Mathematically, how is parallax
and parsecs related?
Predict: If the parallax shift
increases what happens to the
amount of parsecs
Find distance to star using
parallax
Measure real life using parallax
Why can’t astronomers use
simultaneous observations
from different parts of Earth’s
surface to determine stellar
distances?
Quiz: parallax and parsecs
Comparing magnitudes (activity
16)
Exit Ticket: Two stars are
observed to have the same
apparent magnitude. Based on
this information, what, if
anything, can be said about their
luminosities?
Calculate luminosity
What two values are needed to
calculate a star’s luminosity?
1
Classify stars by temperature according to
the star’s spectrum.
2
2
2
Star Life
Cycles
2
1
Determine a star’s size based on
luminosity and temperature
AT Text 17.4
Star Size
p. 431-434
AT TG 17.4
AT C.17 Notes
Classify a star as a white dwarf, main
sequence, giant or supergiant by using the
H-R diagram.
Compare the Sun to the other
classifications of stars.
AT Text 17.5
p. 434-437
AT TG 17.5
AT C.17 Notes
AT Text C.17
review p. 445447
AT TB C.17
AT Text 19.1
p. 470-472
AT TG 19.1
AT C.19 Notes
Explain how the mass and composition of
a star determine properties such as
temperature, luminosity, and diameter.
List and describe the steps of stellar
formation in terms of length of time and
process.

Star
Clusters
AT Text 17.3
Interpret
p. 427-431
spectra
AT TG 17.3
AT C.17 Notes
AT Text More
Precisely p.
430
Explain why stars form in clusters
HS-ESS1-3
5.1.12.A.1
5.1.12.D.1
5.1.12.D.2
5.2.12.D.3
5.4.12.A.3
9.1.12.A.1
9.1.12.B.1
Using H-R
diagram
H-R diagram
Why does a star’s spectrum
depend on its temperature?
Journal: Describe what you have
found out about stars and what
you still do not understand.
Star size activity
Exit Ticket: How does a star’s
size affect its luminosity and
temperature?
H-R diagram activity
What information is needed to
plot a star on the HertzsprungRussell diagram?
Test: The Stars
Simple article
life cycle
AT Text 19.2
protostars
p. 472-477
AT TG 19.2
animation of
AT C.19 Notes formation
AT Text 19.6
p. 486-491
AT TG 19.6
AT C.19 Notes
AT TB C.19
Quick quiz: Calculate the
luminosity of two examples
Temperature from simulated
spectra
Properties of stars
What distinguishes a collapsing
cloud from a protostar and a
protostar from a star?
AT Text Discovery p. 479
Stellar Formation cards
Briefly describe the basic chain
of events leading to the
formation of a star like the Sun.
Mini Timeline: make a timeline
of stage 1 – 6 of star formation
Star clusters
Quiz: Forming Stars
2
Stellar
Evolution
1
Distinguish properties necessary for a
neutron star to progress to a supernova.
1
Compare the evolution of stars with
different masses.

2
2
Compare the life cycle of the Sun with
other main sequence stars
Compare and contrast the life cycle of a
massive star and a main sequence star.

Create a flow chart showing the different
pathways a star can take during its life
cycle.
Review
Unit
Concepts
Create timeline of stellar processes
AT Text C.19
review p. 491493
AT Text 20.1
p. 496
AT TG 20.1
AT Text 20.2
p. 496-502
AT TG 20.2
AT C.20 Notes
AT TB C.20
AT Text 20.4
p. 509-512
AT TG 20.4
AT C.20 Notes
Stellar
Evolution
Flow Chart
Star Lives
Supernova
Supernova model
AT Text 20.3
p. 502-509
AT TG 20.3
AT C.20 Notes
Mass
dependence
of main
sequence
AT Text C.20
AT TG C.20
AT C.20 Notes
AT Text C.20
Review p. 517519
AT TB C.20
AT Text C.16
Review p. 417419
AT Text C.17
review p. 445447
AT Text C.19
review p. 491493
Star Lives
Why is the depletion of
hydrogen in the core of a star
such an important event?
Quiz: Stellar Evolution
What occurs in a massive star to
cause it to explode?
Draw it: What do you think a
stellar explosion looks like?
Compare life cycle different
masses
How do stars of low mass die?
How do stars of high mass die?
Venn it: Compare and contrast
low and high mass star death
using a Venn Diagram
Make a flow chart star lives
What stages does a star have to
go through to go supernova?
Test: Stellar Evolution
Review of
stellar
processes
AT Text Conceptual Self-Test p.
418, 446, 492, 519
PowerPoint Jeopardy Review
Game using Qwizdom clickers
AT Text C.20
Review p. 517519
1
Unit
Assess knowledge of stellar processes
AT TB C.16
Astronomy
Unit Assessment
Assessment
AT TB C.17
quizzes
AT TB C.19
AT TB C.20
INSTRUCTIONAL FOCUS OF UNIT
Stars have a very complicated life cycle that depends on many factors. Students will use critical thinking to predict the outcome of a
particular star based on its mass and size. Students will have to organize data to classify a star and compare to properties of our Sun.
 The Sun’s structure and affects on Earth
 Types of Stars and how they are classified using the H-R diagram
 Formation of Stars from dust particles in a nebula
 Life cycle of stars and how an individual star’s live cycle depends on its mass and fuel supply
 Stellar explosions and the formation of neutron stars and black holes
8th
RESOURCES AND ABREVIATIONS USED
Edition- Chaisson/McMillan PEARSON
AT Text –Astronomy Today Textbook
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 2: Teach a friend- pair of students gets 3 terms each, individually read definintion, read example use in sentence,
and small paragraph. Students will alternate teaching their partner their words (terms: set 1-corona, photosphere,
chromosphere set 2 sunspot, prominence, solar flare)
Strategy 3: Graph-Ic- Using two similar terms, create a graphic for each term focusing on the differences (terms: fission and
fusion)
Absolute magnitude
Luminosity class
Radiation zone
Apparent magnitude
Magnetic field
Red giant
Aurora
Binaries
Black dwarf
Black hole
Chromosphere
Convective zone
Corona
Fission
Fusion
Hertzsprung-Russell (H-R) diagram
Luminosity
Main sequence
Nebula
Neutron star
Nova
Parallax
Parsec
Photosphere
Prominence
Protostar
Pulsar
Solar cycle
Solar flare
Solar wind
Spectrum
Spicules
Sunspot
Sunspot cycle
Supernova
Variable star
White dwarf
ASSESSMENT
1. If a star appears to move back and forth relative to other stars over a six-month period, this motion is due to the star's
a. transverse motion.
b. radial motion.
c. parallax shift.
d. Doppler shift.
2. What are the two most important intrinsic properties used to classify stars?
a. mass and age
b. luminosity and surface temperature
c. distance and luminosity
d. distance and surface temperature
3. What physical property of a star does the spectral type measure?
a. density
b. luminosity
c. temperature
d. mass
4. Stars that have masses similar to the Sun's, and sizes similar to the Earth are
a. main sequence stars.
b. white dwarfs.
c. red giants.
d. red dwarfs.
5. On the H-R diagram, the Sun lies
a. at the top left.
b. at the bottom left.
c. at the bottom right.
d. about the middle of the main sequence.
6. The light we see from the Sun comes from which layer?
a. troposphere
b. chromosphere
c. photosphere
d. ionosphere
7. How many planet Earths could fit inside the Sun?
a. 110
b. about a thousand
c. a little over a million
d. almost ten million
8. From inside out, which is in the correct order for the structure of the Sun?
a. core, convective zone, radiative zone
b. photosphere, radiative zone, corona
c. radiative zone, convective zone, chromosphere
d. core, chromosphere, photosphere
9. How long does the sunspot cycle last, on average?
a. between 25 and 35 days
b. 365.25 days
c. about seven years
d. about 11 years
10. Sunspots are dark splotches on the Sun. Which statement is true?
a. They are hotter than the surrounding areas of the Sun.
b. They are extremely cold objects, as cold as Pluto.
c. They are extremely hot, but cooler than the surrounding areas of the Sun.
d. They are solid bodies floating on the surface of the Sun.
11. The solar wind is a stream of electrically charged particles that extend outward from the sun’s
a. chromosphere.
b. photosphere.
c. corona.
d. core.
12. The sun produces energy by
a. attracting it with the force of gravity.
b. nuclear fission.
c. burning fuels such as oil.
d. nuclear fusion.
13. Our Sun, along with most of the stars in our neighborhood probably formed about a few million years ago.
a. 10 million years ago.
b. hundreds of millions of years ago.
c. billions of years ago.
d. at the beginning of the universe.
14. What is the force that keeps a main sequence star from blowing apart?
a. Magnetism
b. Gravitation
c. The strong force
d. Radiation pressure
15. How long does it take for a star like our Sun to form?
a. 100 thousand years
b. two million years
c. fifty million years
d. one billion years
16. The single most important determinant of the temperature, density, radius, luminosity, and pace of evolution of a protostar is its
a. chemical composition.
b. magnetic field.
c. spin.
d. mass.
Open-Ended:
17. Presently, what is happening to the helium in the sun's core?
18. What is the relationship between a star's mass and it's lifetime?
19. Why are spectra of stars different?
20. What are some complications that interfere with star formation?
21. What event marks the birth of a new star?
Essay:
22. Explain what is meant by the solar cycle. What role does magnetism play?
23. How is distance determined to the nearest stars? How far out can this technique be applied? How many stars can be measured in this
way?
24. What are some sources of the shock waves that initiate star formation?
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Doppler effect critical thinking making connections between multiple events
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for
solving problems, using multiple perspectives.
 Plot Sunspot data organize and graph data
F. Accountability, Productivity, and Ethics
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
 Measure real life using parallax students must work together to measure
9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
 Example: STEAM project regarding global warming and the competing views regarding how to address it.
9.4 21st Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and
career opportunities
 H-R diagram activity plot stars on H-R graph
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking assignments into smaller
segments
11. Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON






Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
Unit 5: Large Scale Structure of Universe
Total Number of Days: 25 Grades: 11-12
ESSENTIAL QUESTIONS
1. How is large-scale structure of the Universe defined?
2. Which types of objects are described when studying the
large-scale structure of the Universe?
3. How are most large-scale structures detected?
PACING
Days
1 day = 42
min
CONTENT
SKILLS
Basic Topic Description of what students will be able to
do
Course: Astronomy
ENDURING UNDERSTANDINGS
1. Large-scale structure refers to very massive or distant parts of the
universe.
2. Large-scale structures include galaxies, clusters, quasars, and black holes.
3. These structures are detected by their massive gravitational effect.
Standard
(CCCS/
NGSS)
see appx.
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
2
2
1
The Milky Determine the size and shape of the Milky
Way
Way, as well as the Earth’s location within it.
Chronicle the steps of the formation of the
Milky Way.
Diagram and label features of the Milky
Way.
HS-ESS1-2
5.1.12.A.1
5.1.12.D.1
5.1.12.D.2
5.4.12.A.4
9.1.12.A.1
9.1.12.B.1
Chapters 23-25
AT Text 23.1 Earth in Milky
p. 578-579
way
AT TG 23.1
AT Text 23.2 Size
p. 579-586
comparison to
AT TG 23.2
earth
AT C.23 Notes
AT Text 23.4 Formation of
p. 589-595
the Milky Way
AT TG 23.4
AT C.23 Notes
AT Text 23.2
p. 579-586
AT TG 23.2
Your Galactic Address
Exit Ticket: Why do we see the
Milky Way as a band of light
across the sky?
Timeline milky way formation
Other than scale, in what
important way does galaxy
formation differ from star
formation?
Quiz: formation of the Milky Way
Milky way map Make model of Milky Way
Can variable stars be used to map
AT Text 23.3
p. 586-589
AT TG 23.3
AT C.23 Notes
1
1
Account for the unobservable mass that
makes up of 90% of the galaxy.
Galaxies and Classify galaxies based on characteristics.
Clusters
1
Compare the size of galaxies, clusters, and
superclusters.
1
Infer how observations of galaxies and
clusters lead to the idea that the universe is
expanding.
1
AT Text 23.6
p. 595-599
AT TG 23.6
AT C.23 Notes
AT TB C.23
AT Text C.23
review p. 603605
AT Text 24.1
p. 608-614
AT TG 24.1
AT C.24 Notes
Calculate the velocity of a distant galaxy
using the Hubble constant and distance.
HS-ESS1-2
5.1.12.A.1
5.1.12.A.2
5.1.12.D.1
5.1.12.D.2
5.2.12.D.4
5.4.12.A.4
9.1.12.A.1
9.1.12.B.1
out the structure of the Galactic
disk?
Label it: Label 4 features of the
Milky Way
Milky Way Quiz Weighing a galaxy
Describe two techniques for
measuring the mass of a galaxy.
Test: Milky Way
Types of galaxy Classify galaxies
pictures
Describe the contents of the Local
Galaxy
Group. How much space does it
classification occupy compared with the
volume of the Milky Way Galaxy?
Draw it: Draw a cluster of 30
galaxies. Make sure to represent
all three types of galaxies
AT Text 24.2 Size
Deep Field Views
p. 614-619
comparison
AT TG 24.2
Why do astronomers believe that
AT C.24 Notes
galaxy clusters contain more
mass than we can see?
3-2-1: List 3 things you found out,
2 interesting things, and 1
question you still have.
AT Text 24.3 Redshift
Doppler effect and shifts
p. 619-623
AT TG 24.3
What conditions are necessary to
AT TB C.24
observe a blue shift? Red shift?
AT C.24 Notes
Quiz: galaxies and clusters
AT Text 24.3 Redshift and
p. 619-623
speed
AT TG 24.3
AT Text More Doppler
precisely p. 622 equations
Plot and determine galactic speed
Exit Ticket: How is Hubble’s law
used by astronomers to measure
distances to galaxies?
AT C.24 Notes
1
2
1
Speed of
light
Rank galaxies according to distance from
Earth using redshift values.
AT Text 24.3 Very distant
p. 619-623
objects
AT TG 24.3
AT Text More
precisely p. 622
AT C.24 Notes
Model the redshifts of galaxies that result
from expansion.
AT Text 24.3 Classic Model
p. 619-623
AT TG 24.3
AT TB C.24
AT Text C.24
review p. 635637
AT C.24 Notes
AT Text 1.6
Speeding light
p. 24-28
AT TG 1.6
AT C.1 Notes
Relate the speed of light to the light-year
unit of distance.
1
Calculate the amount of time it takes light to
travel to the Earth from distant light sources.
AT Text 1.6
p. 24-28
AT TG 1.6
AT C.1 Notes
1
Conclude how looking at distant sources of
light is the same as looking back in time.
AT Text 1.6
p. 24-28
AT TG 1.6
AT C.1 Notes
Redshift and distance
Why do astronomers prefer to
speak in terms of redshifts rather
than distances to faraway
objects?
Quick Write: Without stopping
describe what most confused you
about using redshifts to measure
distance.
Model redshifts
How does the rate of expansion of
the Universe need Earth compare
to the rate of expansion 100 light
years away?
Test: Galaxies and clusters
Speeding Light
What does it mean to say that the
measured speed of a light beam is
independent of the motion of the
observer?
Apply: Given the speed of sounds,
explain why you see lightning
before you hear the thunder.
Travel times for Traveling at the speed of light
light
What does the speed of light
depend on?
3-2-1: List 3 things you found out,
2 interesting things, and 1
question you still have.
Looking back in Back in time
time
How far back in time are we
Light and time seeing when we look at the sun?
Quiz: Speed of light
1
Black holes Create a timeline of events necessary for the
formation of a black hole.
AT Text 22.5 Black holes
p. 555-557
AT TG 22.5
NASA black
AT C.22 Notes holes
1
Locate black holes within the universe
based on gravitational data.

.5
Explain the role of a supermassive black
hole at the center of a galaxy.

1.5
Calculate the density of massive objects in
the universe.
Compare and contrast the density of black
holes to other massive objects in the
universe.
AT Text 22.8
p. 564-571
AT TG 22.8
AT TB C.22
AT C.22 Notes
Describe the properties of quasars.
Describe the role that quasars play in the
evolution of galaxies.
AT Text 25.5
p. 656-663
AT TG 25.5
AT C.25 Notes
1
1
Quasars
HS-ESS1-2
5.1.12.A.1
5.1.12.A.2
5.1.12.D.1
5.1.12.D.2
5.2.12.D.1
5.4.12.A.4
9.1.12.A.1
9.1.12.B.1
AT Text 22.6
p. 557-561
AT TG 22.6
AT C.22 Notes
AT Text 22.8
p. 564-571
AT TG 22.8
AT C.22 Notes
HS-ESS1-2
5.4.12.A.4
Compare the luminosity and size of quasars
AT Text 25.5
9.1.12.A.1
to other luminous objects in the universe.
p. 656-663
AT TG 25.5
AT TB C.25
AT TB C.22
AT C.25 Notes
Formation of black hole
Why would you never actually
witness an infalling object
crossing the event horizon of a
Formation
black hole?
article
Journal: Write a story about your
journey into a black hole.
Locating black Search for black holes
holes
What is an event horizon?
Exit Ticket: If black holes take in
light, how can we find them in
space?
Milky way
Milky Way Black hole
black hole
Exit Ticket: Why do astronomers
News black
believe that a supermassive black
hole
hole lies at the center of the Milky
Way Galaxy?
Structure of
Model Black hole
black hole
Use your knowledge of escape
speed to explain why black holes
are said to be "black."
Quiz: Black holes
Quasar article Bright or Far
with video
What evidence do we have that
quasars represent an early stage
of galactic evolution?
Draw it: draw a picture of a
quasar and a star.
Quasar Quiz
Quasar comparisons
Why did astronomers initially
have difficulty recognizing
quasars as very luminous, very
distant objects?
Test: black holes, light speed,
quasars
2
1
Review Unit Review questions and study guide
Concepts
Unit
Assess knowledge of galaxies
Assessment
AT Text C.22
review
AT Text C.23
review
AT Text C.24
review
AT Text C.25
review
AT TB C.22
AT TB C.23
AT TB C.24
AT TB C.25
Science taboo
review game
AT Text Conceptual Self-Test p.
57
PowerPoint Jeopardy Review Game
using Qwizdom clickers
Unit Assessment
INSTRUCTIONAL FOCUS OF UNIT
Students will create timelines, calculate, classify, and apply critical thinking skills by examining the large scale structure of our universe.
 Describe our home galaxy, the Milky Way, in terms of properties, size, and location.
 Classify galaxies by shape and describe how they form.
 Define clusters and superclusters.
 Explain the role of black holes and how they form.
 Describe the properties of quasars and explain their role in galactic evolution.
8th
RESOURCES AND ABREVIATIONS USED
Edition- Chaisson/McMillan PEARSON
AT Text –Astronomy Today Textbook
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 2: Think-Restate-Pair-Share – Using textbook definition and explanation, come up with a definition that a 2nd grader
could understand (terms: galactic cluster, galactic disk, galactic bulge)
Strategy 6: Name that structure- students will play game using dice and a board that had diagrams of galaxy structure. Where
Barred-spiral galaxy
Binary
Black body
Black hole
Dust lanes
Elliptical galaxy
Galactic bulge
the dice lands, the student has to identify the structure. The student advances the number of spaces on the dice if they get
it correct. (terms: barred-spiral galaxy, irregular galaxy, elliptical galaxy, galactic bulge, galactic center, galactic disk,
galactic halo, galactic nucleus)
Galactic cannibalism
Irregular galaxy
Galactic center
Quasar
Galactic disk
Radio galaxy
Galactic halo
Seyfert galaxy
Galactic nucleus
Supercluster
Galaxy cluster
The Local Group
Globular clusters
ASSESSMENT
1. According to Hubble's Law, the greater a galaxy's redshift, the
a. closer it is to us.
b. younger it is.
c. faster it's approaching us.
d. farther it is from us.
2. The part of the Milky Way we are most familiar with is the:
a. Corona.
b. Galactic Disk.
c. Halo.
d. Galactic Bulge.
3. Which is the correct description of the Sun's location within the Milky Way?
a. at the outer edge of the galactic bulge but in the plane of the disc
b. in the disc but at its outer edge
c. above the disc and about one-third of the galactic radius from the center
d. in the disc and about one-half a galactic radius from the center
4. What perception of the Milky Way Galaxy did astronomers have in 1900?
a. They believed that the Earth rested inside concentric spheres, with the Milky Way stars fixed to the outermost sphere.
b. They believed that the Milky Way was one of billions of galaxies in the universe.
c. They believed that the Milky Way was the entire universe.
d. They believed that, because the Sun was at the center of the Milky Way, it was impossible to see the rest of the universe.
5. Most of the new star formation in the Galaxy is found in the
a. halo.
b. spiral arms.
c. galactic center.
d. globular clusters.
6. From the Sun, the distance to the Galactic Center is about
a. 8 pc.
b. 8,000 pc.
c. 100,000 pc.
d. 225 million pc.
7. The Galactic Year is the time for our solar system to orbit the Galaxy; it is about
a. 15 million years.
b. 225 million years.
c. 4.5 billion years.
d. 9.6 billion years.
8. From Earth, the view of the Milky Way is a thin band of stars across the night sky. The part of the Milky Way galaxy that is described here
is the
a. bulge.
b. spiral arm.
c. disk.
d. halo.
9. The greatest variation in size, mass, and luminosity occurs in
a. globular clusters.
b. elliptical galaxies.
c. spiral and barred spiral galaxies.
d. type I vs type II irregulars.
10. What is the nearest huge cluster of thousands of galaxies, to which the Local Group may belong?
a. The Great Wall
b. Coma Cluster
c. Virgo Cluster
d. Corona Borealis Cluster
11. Which of the following paraphrases Hubble Law?
a. The faster the galaxy spins, the more massive and luminous it is.
b. The greater the distance to a galaxy, the greater its redshift.
c. The greater the distance to a galaxy, the fainter it is.
d. The more distant a galaxy is, the younger it appears.
12. Which sequence of formation by age is correct, oldest to youngest?
a. dark nebulae, planetary nebulae, emission nebulae
b. spiral arms, bulge, halo
c. halo, spiral arms, globular clusters
d. globular clusters, emission nebulae, open clusters
13. That quasars were at cosmological distances yet appeared like ordinary faint stars meant:
a. they were the brightest stars ever observed.
b. they must be very large.
c. they must contain many O and B type stars.
d. they must be producing such large quantities of energy than even fusion could not explain their output.
14. Not only does the central engine of active galaxies and quasars require a black hole, but also ________ to provide the radiate energy.
a. globular clusters for food
b. a very strong magnetic field from neutron stars
c. a source of high-energy electrons for synchrotron radiation
d. an accretion disk of infalling matter
15. The further away a galaxy is
a. the older it is.
b. the further ahead in the future it will exist.
c. the longer ago it existed.
d. the larger it appears.
16. Collisions between galaxies
a. are much rarer than collisions between stars.
b. can turn elliptical galaxies into spirals.
c. cause large numbers of stars to collide and explode.
d. cause the gas and dust clouds to collide, leading to rapid star formation.
Open-Ended:
17. Describe our location in the Milky Way.
18. What is the evidence to support the existence of a black hole at the center of the Milky Way?
19. Why is it that the quasars we see represent a time when the universe was younger?
20. Why do astronomers speak in terms of redshifts rather than distances to faraway objects?
Essay:
21. List at least one naked-eye observation that is consistent with the ancient idea that Earth is at the center of the Milky Way.
22. List at least one naked-eye observation that is inconsistent with the notion that Earth is at the center of the Milky Way.
23. Why do we believe there is dark matter?
24. Briefly describe how Hubble classified the galaxies visually.
25. The cosmological principle calls for the distribution of galaxies to be homogeneous. On the large scale, is this true?
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Weighing a galaxy critical thinking
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its
implications for solving problems, using multiple perspectives.
 Back in time Interpreting data
st
9.4 21 Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education
and career opportunities
 Redshift and distance calculate distance using redshifts
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking assignments into smaller segments
11. Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON






Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
Unit 6: Cosmology
Total Number of Days: 20 Grades: 11-12
ESSENTIAL QUESTIONS
ENDURING UNDERSTANDINGS
1. How and when did the universe form?
2. How was all the matter in universe formed?
3. How do scientists support the Big Bang theory?
4. How are large-scale
distributed?
structures
in
the
universe
5. What is dark matter and dark energy?
6. What is the shape of the universe?
7. What is the fate of the universe?
1. The universe began 14 billion years ago in a explosive expansion
known as the Big Bang.
2. All matter in the universe was created at the time of the Big Bang, which
over time has been converted into all the elements on the periodic table
through stellar fusion and supernovae.
3. Scientists find evidence in the universe today to support the theory that
the universe started as the Big Bang.
4. Objects in the universe are evenly spaced and look the same from any
vantage point.
5. Dark matter makes up about 27% of the universe and dark energy
makes up about 68% of the universe. Both are not well understood but
play an important role in the universe.
6. The universe is thought to be one of three shapes: closed (spherical),
flat, or open (shaped like a saddle).
7. The universe has an undermined fate. It will either continue to expand
forever or collapse.
Standard
PACING
CONTENT
SKILLS
(CCCS/
NGSS)
Days
Basic
Topic
Description of what students will be able
to do
see appx.
1 day = 42
min
Course: Astronomy
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
Chapters 26-27
1
The Big
Bang
Compare and contrast theories on how
the universe formed.
HS-ESS1-2
5.1.12.A.1
5.1.12.A.2
5.1.12.B.3
5.1.12.D.1
5.1.12.D.2
AT Text 27.1 Theories other
p. 690-692
than Big Bang
AT TG 27.1
AT C.27
Notes
Cosmic Calendar
Why does Hubble’s Law imply a
Big Bang?
Quick Write: without stopping
write what you think existed
before the big bang.
2
Describe the process of redshift and its
relation to the Doppler effect.
Collect data on the redshift of galaxies
and determine that the universe is
expanding.
1
Identify the origin of cosmic microwave
background radiation and describe how
it is detectable today.
2
Argue that the Big Bang is best theory
for the origin of the universe based on
evidence from redshift and cosmic
microwave radiation.
2
Create a timeline of Big Bang events.
1
Model the expansion of the universe
using a balloon.
2
Formation
of heavy
elements
List the elements created in the Big
Bang that made up all matter of the
universe.
Explain have additional elements were
formed after the Big Bang.
List the conditions necessary to create
heavy elements.
2
Structure of Compare the flat, closed, and open
5.4.12.A.5
5.4.12.A.6
9.1.12.A.1
9.1.12.B.1
AT Text 27.2 Video redshift
p. 693-696
evidence
AT TG 27.2
AT C.27
Notes
AT Text 26.7
p. 683-685
AT TG 26.7
AT C.26
Notes
AT Text 27.3
p. 697-700
AT TG 27.3
AT C.27
Notes
CMB evidence
CMB video
Big Bang
Evidence
AT Text 27.4 Timeline
p. 700-704
AT TG 27.4
AT C.27
Notes
AT Text 26.2 There is no
p. 670-673
middle
AT TG 26.2
AT C.26
Notes
Redshift and Big Bang
How does the cosmological
redshift relate to the expansion
of the universe?
Draw it: Make a diagram of
redshift and blueshift
CMB radiation activity
Exit Ticket: What is the cosmic
microwave background, and
why is it so significant?
Evidence of Big Bang Cards
How does cosmic microwave
background radiation and redshift support current Big Bang
Theory?
Quiz: big bang evidence
Big Bang Events
How long did the Big Bang last?
3-2-1: List 3 things you found
out, 2 interesting things, and 1
question you still have.
Model Expansion with Balloon
Where did the Big Bang occur?
Journal: Bend your mind and
think about this question. If the
universe is expanding, what is it
expanding into?
AT Text 27.5 Nucleosynthesi Cosmic Connections Heavy
HS-ESS1-2 p. 705-706
s
Elements
5.1.12.A.1 AT TG 27.5
5.1.12.D.1 AT TB C.27
Why were only hydrogen and
helium formed immediately
5.4.12.A.5 AT C.27
Notes
following the Big Bang, as
5.4.12.A.6
opposed to heavier elements?
9.1.12.B.1
Test: Big Bang
AT
Text
26.4
Shape
of
Universe Shape
HS-ESS1-2
Universe possible shapes of the universe in terms
and
of density and expansion.
distribution Compile evidence supporting the idea
that the universe is flat.
2
2
2
1
Describe the distribution of objects in
the universe as homogenous and
isotropic.
Fate of the
universe
Review
Unit
Concepts
Predict what will happen to the
universe if it reaches critical density.
Propose why the universe has only two
possible fates: collapse or expansion.
Review questions and study guide
Unit
Assess knowledge of cosmology
Assessment
5.1.12.A.1
5.1.12.D.2
5.4.12.A.5
5.4.12.A.6
9.1.12.B.1
HS-ESS1-2
5.1.12.B.3
5.1.12.D.1
5.4.12.A.5
5.4.12.A.6
9.1.12.A.1
p. 675-677
AT TG 26.4
AT C.26
Notes
universe
AT Text 26.1 Cosmological
p. 668-669
Principle
AT TG 26.1
AT C.26
Notes
AT Text 26.3 Fate of
p. 673-675
universe
AT TG 26.3
AT C.26
Notes
AT Text C.26
review
AT Text C.27
review
AT TB C.26
AT TB C.27
Exit Ticket: What is cosmic
inflation? How does inflation
solve the horizon problem? The
flatness problem?
Spongy Universe
What are voids? What is the
distribution of galactic matter
on very large (more than 100
Mpc) scales?
Quiz: structure of universe
Writing Task Fate of Universe
Why do astronomers think the
universe will expand forever?
Why are we unlikely to
experience the Big Crunch?
Test: Structure and Fate of
Universe
AT Text Conceptual Self-Test p.
57
PowerPoint Jeopardy Review
Game using Qwizdom clickers
Unit Assessment
INSTRUCTIONAL FOCUS OF UNIT
Students will generate more questions than answers in the study of the formation and fate of the universe. Students will develop
questioning skills and abstract thinking.
 Formation of the universe and the Big Bang theory
 Models of the shape of the universe
 Evidence of Big Bang and expansion
 Formation of original matter, the first elements, and sequence of events leading up to today
 Fate of the universe
AT Text –Astronomy Today Textbook
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
8th
RESOURCES AND ABREVIATIONS USED
Edition- Chaisson/McMillan PEARSON
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 1: Storyboard the Big Bang – create a comic strip/ story board of the events of the Big Bang (terms: Big Bang
Theory, gravitational singularity, primordial synthesis)
Strategy 4: Use common roots, suffixes, and prefixes to decipher meaning of terms (examples: anti-, uni-, inter-, iso-, pri-,ex
,trophic, -ology) (terms: antimatter, antiquark, cosmology, universal recession, exotic particles, interstellar matter,
isotropic, primordial synthesis,)
Antimatter
Exotic particles
Antiquark
Nucleosynthesis
Flat universe
Big Bang theory
Open universe
Fundamental force
Blue shift
Planck
Grand Unification
Closed universe
Plasma
Gravitational singularity
Cosmic background radiation
Primordial synthesis
Hubble’s law
Cosmic microwave background
Quark
Inflation
Cosmological principle
Redshift
Inflationary epoch
Cosmology
Universal recession
Interstellar matter
Critical density
Vacuum
Isotropic
Dark matter
ASSESSMENT
1. Homogeneity and isotropy, taken as assumptions regarding the structure and evolution of the universe, are known as:
a. Obler's Paradox.
b. Hubble's Law.
c. Wien's Law.
d. the Cosmological Principle.
2. The concept that the direction of observation does not matter overall is
a. relativity.
b. homogeneity.
c. universality.
d. isotropy.
3. The concept that on the grandest of scales, the universe is similar in appearance everywhere is
4.
5.
6.
7.
8.
9.
10.
11.
a. special relativity.
b. general relativity.
c. homogeneity.
d. isotropy.
The presently accepted value of the Hubble constant gives an age of
a. 4.5 billion years.
b. 8-9 billion years.
c. 14 billion years.
d. 18 billion years.
The center of the universe
a. is the Sun.
b. is Earth.
c. is where the Big Bang happened.
d. does not exist anywhere in space.
The expansion rate of the Universe is
a. increasing.
b. decreasing.
c. different in different directions.
d. constant.
Homogeneity and isotropy, taken as assumptions regarding the structure and evolution of the universe, are known as:
a. Wien's Law.
b. Hubble's Law.
c. the Grand Unified Theory.
d. the Cosmological Principle.
If the density of the universe is greater than critical, then
a. the Universe will continue expanding forever.
b. the universe is flat, and Euclid is right.
c. the universe will end up as nothing but black holes.
d. the universe is closed, gravity wins, and will shrink to the Big Crunch.
The luminous matter in the universe accounts for what percent of the total mass of the universe?
a. about 27%
b. less than 4%
c. 100%
d. about 73%
The center of the universe
a. is Earth.
b. is the Sun.
c. does not exist anywhere in space.
d. is the Milky Way.
What is the meaning of a "closed" universe?
a. The universe will slow down and stop expanding in an infinite amount of time.
12.
13.
14.
15.
16.
17.
18.
19.
b. The universe is already collapsing back into another cycle.
c. The universe will expand forever.
d. The universe is in a steady state, with constant replacement of matter and energy.
The concept that on the grandest of scales, the universe is similar in appearance everywhere is
a. universality.
b. general relativity.
c. isotropy.
d. homogeneity.
In the Grand Unified Theory, the superforce was
a. a union of the gravitational, strong and weak nuclear, and electromagnetic forces.
b. a union of all matter and energy.
c. a union of the weak and electromagnetic forces.
d. only dark energy.
The Big Bang formed
a. only helium.
b. all elements found in nature now.
c. all elements up to iron.
d. hydrogen and helium, but nothing else.
Gravity becomes separate from the other forces at the
a. end of the Planck Era, about 10 to power of ((-43)) seconds after the Big Bang.
b. decoupling Event, about a million years after the Big Bang.
c. beginning of particle production, about .0001 seconds into the universe.
d. end of the Inflationary Epoch, about 10 to power of ((-32)) seconds into creation.
What key event took place during the atomic epoch?
a. The universe expanded and cooled enough for electrons to orbit protons.
b. Atoms in the universe collected to form stars and galaxies.
c. The universe expanded and cooled enough to allow the first particles to appear.
d. The neutrinos were created.
What is the Big Bang?
a. The creation of matter and the universe.
b. The event that started the expansion of the universe.
c. An enormous explosion that organized all matter in the universe.
d. An explosion that spewed matter all over the universe.
The presently accepted value of the Hubble constant gives an age of
a. 4.5 billion years.
b. 8-9 billion years.
c. 14 billion years.
d. 18 billion years.
The redshift of the galaxies is correctly interpreted as
a. placing our Galaxy near the center of the Local Group.
b. a Doppler shift due to the random motions of galaxies in space.
c. the differences in temperatures and star formation in old and young galaxies.
d. space itself is expanding with time, so the photons are stretched while they travel through space.
20. What does the Hubble law imply about the history of the universe?
a. The Milky Way lies exactly at the center of this expansion.
b. The red shifts will lengthen with time due to dark energy.
c. The red shifts will turn to blue shifts as universe contraction follows the expansion.
d. The universe had a beginning and has expanded since, giving it a finite age.
Open-Ended:
21. What is the study of cosmology?
22. How does dark energy affect the expansion of the Universe?
23. Why were elements heavier than helium not produced during the Big Bang?
24. Where did the Big Bang occur?
Essay:
25. Contrast dark matter and dark energy with respect to their roles in the future of the universe.
26. What are the three possible types of universe and what features distinguish them?
27. Where did the Big Bang occur?
28. Describe the separation of the superforce and the effect it had on the Universe.
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 CMB radiation activity solve problem using critical thinking
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for
solving problems, using multiple perspectives.
 Evidence of Big Bang Cards organize data and make connections
F. Accountability, Productivity, and Ethics
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured learning
experiences.
 Spongy Universe students must work together to create model of homogenus/isotropic universe
9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
 Redshift and Big Bang convincing the world that Big Bang occured
9.4 21st Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.1: Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and
career opportunities
 Writing Task Fate of Universe
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking assignments into smaller
segments
11. Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON






Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
Unit 7: Observing the Universe
Total Number of Days: 24 Grades: 11-12
ESSENTIAL QUESTIONS
1. How did the invention of the telescope influence science?
2. How do telescopes work?
3. What space based methods can we use to observe the
universe?
4. How has the space program influenced our lives on Earth?
5. Why is astronomy such a dynamic science?
PACING
Days
1 day = 42
min
CONTENT
SKILLS
Basic Topic Description of what students will be able to
do
Course: Astronomy
ENDURING UNDERSTANDINGS
1. The use of scientific instruments, specifically the optical telescope, led to
great advancements in the understanding of our universe.
2. Telescopes work by collecting radiation, which can be converted into a
picture.
3. Satellites, probes, rovers, and manned space shuttles are used to collect
data about objects within our solar system.
4. Technological advances that were developed by the space program have
influenced our lives.
5. Astronomy is a very dynamic science because new discoveries are made
everyday.
Standard
(CCCS/
NGSS)
see appx.
RESOURCES
TEXT
Astronomy
Today
OTHER
(tech)
LEARNING
ACTIVITIES/ASSESSMENTS
Learning Activity
(hyperlink)
Exit Ticket Question
Assessment
Chapters 3 & 5
2
2
Radiation Draw and label a diagram of the
electromagnetic spectrum.
AT Text 3.3
p. 65-68
AT TG 3.3
AT C.3 Notes
5.1.12.A.1
5.1.12.D.1
Compare and contrast the wavelengths and
AT Text 3.3
5.1.12.D.2 p. 65-68
properties of the different types of radiation.
9.1.12.B.1 AT TG 3.3
Classify colors of visible light by wavelength
AT TB C.3
AT C.3 Notes
EM spectrum
Diagram EM
Colorful
wavelengths
Differences between radiation
types
Venn it: Use a Venn diagram to
compare and contrast gamma
rays and radiowaves
Making Waves Activity
Refraction and Visible Light
In what sense are radio
waves, visible light, and Xrays one and the same
2
2
Telescopes Compare and contrast optical reflecting and
refracting telescopes.
List the advantages and drawback of optical
telescopes.
Create a working model of a reflecting
optical telescope.

2
Compare and contrast telescopes collect
radiation other than visible light.

2
Describe techniques that are used to
improve observations made by land-based
telescopes.
1
2
AT Text 5.1
p. 100-104
AT TG 5.1
AT C.5 Notes
Optical
telescopes
AT Text 5.1
p. 100-104
AT TG 5.1
AT C.5 Notes
Simple
reflecting
5.1.12.A.1
5.1.12.D.1
5.1.12.D.3
9.1.12.A.1
9.1.12.B.1 AT Text 5.5
p. 114-118
AT TG 5.5
AT Text 5.6
p. 118-120
AT TG 5.6
AT C.5 Notes
AT Text 5.4
p. 111-114
AT TG 5.4
AT TB C.5
AT C.5 Notes
Space based Describe the factors that allow space-based 5.1.12.D.1 AT Text 5.7
observations telescopes to have greater resolution.
5.1.12.D.2 p. 121-128
5.1.12.D.3 AT TG 5.7
AT C.5 Notes
Create a timeline of the history of
unmanned and manned space exploration.
5.1.12.C.3
5.1.12.B.3
5.1.12.A.1
9.1.12.A.1
9.1.12.B.1
AT Text 28.2
p. 722-724
AT TG 28.2
AT C.28 Notes
phenomenon?
Quiz: EM spectrum
Create a timeline of advances in
telescopes
Optics Activity
Quick Quiz: Why is Earth's
atmosphere a problem for optical
astronomers? What can they do
about it?
Build a telescope
Alternate build a telescope
Why do modern telescopes use
mirrors to gather and focus light?
3-2-1: List 3 things you found out,
2 interesting things, and 1
question you still have.
What can they Comparing Telescopes
see?
Exit Ticket: Cosmic radio waves
are very weak, and the resolution
of radio telescopes is often poor, so
what can astronomers home to
learn from radio astronomy?
Overcoming
Improving telescopes
the
atmosphere
Give two reasons why
astronomers need to build very
large telescopes.
Test: telescopes
Hubble space Telescopes in space
telescope
Exit Ticket: List two scientific
benefits and two drawbacks of
placing telescopes in space.
Space events Make a timeline
Exploring Space
Why was there a space race?
2
2
2
Current
Events
Journal: Would you ever consider
being an astronaut?
Predict how your life would be impacted if
AT Text 28.2 A day without Types of satellites
the satellites orbiting Earth stopped working.
p. 722-724
satellites
AT TG 28.2
What are satellites and why do
AT C.28 Notes Types of
we have so many?
satellites
Tell a story: Tell you
grandchildren about satellites and
why we used them.
Find things that you use on a daily basis
AT Text 28.2 NASA spinoff Impacts of space travel
that were originally created by NASA.
p. 722-724
AT TG 28.2
What is space spinoff? Do you
AT C.28 Notes
sleep on it?
Test: space based observations
Collect and organize a list of new
Current event Astronomy News
discoveries made in the field of astronomy.
article rubric Sky and Telescope
example
Universe Today
5.1.12.C.3
Space.com
5.1.12.D.1
9.1.12.B.1
2
1
Review Unit Review questions and study guide
Concepts
Unit
Assess knowledge of space observations
Assessment
AT Text C.28
review
AT Text C.5
review
AT Text C.3
review
AT TB C.3
AT TB C.5
AT TB C.28
Exit Ticket: What advances or
discoveries have been made
recently in the field of astronomy?
AT Text Conceptual Self-Test p.
PowerPoint Jeopardy Review
Game using Qwizdom clickers
Unit Assessment
INSTRUCTIONAL FOCUS OF UNIT
Students will find out more about how scientific instruments can extend our ability to make observations. They will develop classification
skills and get a historical perspective of the space program and technological advances in science.
 Electromagnetic spectrum and types of radiation
 Types of Telescopes
 Space based observations and exploration
 History of space program
 Technological advances (space spinoff)
 Current events
8th
RESOURCES AND ABREVIATIONS USED
Edition- Chaisson/McMillan PEARSON
AT Text –Astronomy Today Textbook
2.1 – chapter.section of textbook
C. – Chapter
p. - page(s)
AT TG - Teachers Guide created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
 Lesson plans, demos, answer key to textbook questions, and additional resources
AT Notes – PowerPoint Presentation notes created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
AT TB – Test Bank created by Pearson for Astronomy Today 8th Edition- Chaisson/McMillan
ACADEMIC VOCABULARY
Marzano’s Six Strategies for Teaching Vocabulary:
1. YOU provide a description, explanation or example. (Story, sketch, power point)
2. Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor)
3. Ask students to construct a picture, graphic or symbol for each word.
4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format)
5. Ask students to discuss vocabulary words with one another (Collaborate)
6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.)
Using Marzano’s Strategy 3: Picture it – create a picture of the given term (terms: light pollution, focus, remote sensing)
Strategy 4: Create a chronological flow chart (terms: optical telescope, radar, radio telescope, refracting telescope, space
probe, adaptive optics, infrared telescope)
Adaptive optics
Infrared telescope
Refracting telescope
Aperture
Interferometer
Remote sensing
Convex lens
Light pollution
Resolving power
Electromagnetic spectrum
Optical telescope
Space probe
Focal length
Radar
Space shuttle
Focus
Radio telescope
Space spinoff
High-energy telescope
Reflecting telescope
Space station
Hubble Space Telescope
ASSESSMENT
1. What is the primary purpose of an astronomical telescope?
a. To magnify and make distant objects appear closer.
b. To measure the intensity of light very accurately.
c. To access wavelengths that we cannot see visually.
d. To collect a lot of light and bring it to a focus.
2. The process occurring when photons bounce off a polished surface is called:
a. diffraction.
b. refraction.
c. reflection.
d. dispersion.
3. Which type of telescope has the simplest light path?
4.
5.
6.
7.
8.
9.
10.
11.
a. prime focus reflector
b. single lens refractor
c. achromatic refractor
d. Newtonian reflector
The tendency of a wave to bend as it passes from one transparent medium to another is called:
a. reflection.
b. dispersion.
c. refraction.
d. diffraction.
What problem do refractor telescopes have that reflectors don't?
a. diffraction limited resolution
b. light loss from secondary elements
c. chromatic aberration
d. spherical aberration
Why are most large telescopes reflectors, not refractors?
a. Large lenses deform under their own weight, but mirrors can be supported.
b. Reflectors do not suffer from chromatic aberration like refractors do.
c. Large, very clear lenses are harder to cast than more tolerant mirror blanks.
d. All of the above are correct.
Which design has a convex primary mirror and flat secondary mirror, with the eyepiece located on the top side of the telescope tube?
a. refractor
b. Newtonian reflector
c. Cassegrain reflector
d. prime focus reflector
About how many stars are visible on a clear, dark night with the naked eye alone?
a. a few dozen
b. a few hundred
c. a few thousand
d. tens of thousands
It is diffraction that limits the ________ of a telescope's objective.
a. magnification
b. resolution
c. light grasp
d. wavelengths
What is the resolving power of the telescope?
a. the ability to make distant objects appear closer
b. the ability to collect a lot of light
c. the ability to detect very faint objects
d. the ability to distinguish adjacent objects in the sky
Diffraction is the tendency of light to:
a. spread around corners.
b. separate into its component colors.
c. bend through a lens.
d. disperse within a prism.
12. What type of telescope is the Hubble Space Telescope?
a. refractor
b. prime focus
c. newtonian
d. cassegrain
13. A mountain top is an especially good site for infrared telescopes since:
a. you are above most of the carbon dioxide and water vapor in the atmosphere.
b. the cold weather helps the sensitivity of infrared detectors.
c. less air above means better seeing in many cases.
d. All of the above are factors.
14. Radio dishes are large in order to:
a. attract funding from NASA and the NSF.
b. give greater magnification.
c. increase their angular resolution and collect the very weak radio photons.
d. increase the range of waves they can collect.
15. The name of the new Infrared Orbiting Observatory is the:
a. Hubble Space Telescope.
b. Compton Observatory.
c. Spitzer Space Telescope.
d. Chandra Orbiting Telescope.
Open Ended
16. Contrast image formation in reflectors and refractors.
17. Which reflector telescope would be the easiest to construct, and why?
18. Why doesn't the Hubble Space Telescope need adaptive optics?
19. Why do stars appear to twinkle?
Essay
20. You are going to construct a new optical observatory, and money is no object. Other than putting it into space, what factors will affect
your decision for its location on Earth?
21. What are some advantages of radio telescopes over optical scopes?
21ST CENTURY SKILLS/Cross Curricular Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Space Disaster predict consequences
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its implications for
solving problems, using multiple perspectives.
 Optics Activity collect data and analyze
F. Accountability, Productivity, and Ethics
9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
 Impacts of space travel
MODIFICATIONS/ACCOMMODATIONS/EXTENSIONS
Modifications:
1. Less complex reading level
2. Shortened assignments
3. Different goals
4. IEP modifications for summative and
formative assessments
Accommodations:
1. Preferential seating
2. Have students work in pairs
3. Assistive technologies
4. Three options on multiple choice exams
5. Larger print
6. Fewer problems on each page
7. More time
8. Test administered in a quieter setting
9. Tests read orally
10. Chunking assignments into smaller segments
11. Tape lectures or provide a peer note-taker
APPENDIX
(Teacher resource extensions)
Astronomy Today 8th Edition- Chaisson/McMillan PEARSON






Instructor Notes
Test bank questions
PowerPoint Notes
Concept checks
Clicker questions
PowerPoint figures and diagrams
Extensions:
1. Alternative assignments
2. Independent studies
3. Mentoring of other students
APPENDIX
Standards
NJ Core Curriculum Content Standards
21st Century Life and Careers
9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
9.1.12.A.1: Apply critical thinking and problem-solving strategies during structured learning experiences.
 Example: in classroom and home assignments, students address real-life problems that require them to apply what
they know to propose practical solutions and make predictions.
B. Creativity and Innovation
9.1.12.B.1: Present resources and data in a format that effectively communicates the meaning of the data and its
implications for solving problems, using multiple perspectives.
 Example: in laboratory work, students take measurements, generate data and organize such information into
tables, graphs and models.
C. Collaboration, Teamwork, and Leadership
9.1.12.C.5: Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful
completion of a challenging task or project.
 Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of
their group.
D. Cross-Cultural Understanding and Interpersonal Communication
9.1.12.D.1: Interpret spoken and written communication within the appropriate cultural context.
 Example: Students will respond to presentations and technical texts.
E. Communication and Media Fluency
9.1.12.E.2: Generate digital media campaigns in support or opposing a current political, social, or economic issue.
 Example: Students will produce power point and other presentations regarding scientific issues that impact society
at large.
F. Accountability, Productivity, and Ethics
9.1.12.F.2: Demonstrate a positive work ethic in various settings, including the classroom and during structured
learning experiences.
 Example: students are expected to work diligently in laboratory and classroom activities
9.1.12.F.6: Relate scientific advances (e.g., advances in medicine) to the creation of new ethical dilemmas.
 Example: STEAM project regarding global warming and the competing views regarding how to address it.
9.4 21st Century Career and Technical Education:
O. Science, Technology, Engineering & Mathematics Career Cluster
9.4.12.O.1: Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary
education and career opportunities
 Example: students will read technical texts, summarize and apply what they have learned to solve problems, and
communicate their solutions via oral presentations and written reports.
9.4.12.O.2: Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary
education and career opportunities
 Example: students will make measurements, generate data, present data in graphical form, and use equations to
make predictions and demonstrate the relationships between quantities.
9.4.12.O.3: Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and
career opportunities
 Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to
everyday issues.
9.4.12.O.4: Select and employ appropriate reading and communication strategies to learn and use technical concepts
and vocabulary in practice.
 Example: students will read technical articles and utilize a variety of methods to communicate their findings.
Science
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, modelbuilding enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
5.1.12.A.1:
Content Statement: Mathematical, physical, and computational tools are used to search for and explain core scientific
concepts and principles.
CPI: Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.
5.1.12.A.2:
Content Statement: Interpretation and manipulation of evidence-based models are used to build and critique
arguments/explanations.
CPI: Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories.
5.1.12.A.3
Content Statement: Revisions of predictions and explanations are based on systematic observations, accurate
measurements, and structured data/evidence.
CPI: Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical,
and computational tools that need to be applied when constructing and evaluating claims.
5.1.12.B.1:
Content Statement: Logically designed investigations are needed in order to generate the evidence required to build and
refine models and explanations.
CPI: Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies,
causal/correlational relationships, and anomalous data.
5.1.12.B.2:
Content Statement: Mathematical tools and technology are used to gather, analyze, and communicate results.
CPI: Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.
5.1.12.B.3:
Content Statement: Empirical evidence is used to construct and defend arguments.
CPI: Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific
knowledge, models, and theories.
5.1.12.B.4:
Content Statement: Scientific reasoning is used to evaluate and interpret data patterns and scientific conclusions.
CPI: Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing
explanations.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
5.1.12.C.1:
Content Statement: Refinement of understandings, explanations, and models occurs as new evidence is incorporated.
CPI: Reflect on and revise understandings as new evidence emerges.
5.1.12.C.2:
Content Statement: Data and refined models are used to revise predictions and explanations.
CPI: Use data representations and new models to revise predictions and explanations.
5.1.12.C.3:
Content Statement: Science is a practice in which an established body of knowledge is continually revised, refined, and
extended as new evidence
emerges.
CPI: Consider alternative theories to interpret and evaluate evidence-based arguments.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
5.1.12.D.1:
Content Statement: Science involves practicing productive social interactions with peers, such as partner talk, whole-group
discussions, and small-group work.
CPI: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations,
and experiences.
5.1.12.D.2:
Content Statement: Science involves using language, both oral and written, as a tool for making thinking public.
CPI: Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
5.1.12.D.3:
Content Statement: Ensure that instruments and specimens are properly cared for and that animals, when used, are treated
humanely, responsibly,
and ethically.
CPI: Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their
safety and welfare.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms
of energy as they are transferred from one object to another.
5.2.12.D.1
Content Statement: The potential energy of an object on Earth’s surface is increased when the object’s position is changed
from one closer to Earth’s surface to one farther from Earth’s surface.
CPI: Model the relationship between the height of an object and its potential energy
5.2.12.D.3
Content Statement: Nuclear reactions (fission and fusion) convert very small amounts of matter into energy.
CPI: Describe the products and potential applications of fission and fusion reactions.
5.2.12.D.4
Content Statement: Energy may be transferred from one object to another during collisions.
CPI: Measure quantitatively the energy transferred between objects during a collision.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces
5.2.12.E.3
Content Statement: The motion of an object changes only when a net force is applied.
CPI: Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion.
5.2.12.E.4
Content Statement: The magnitude of acceleration of an object depends directly on the strength of the net force, and
inversely on the mass of the object. This relationship (a=Fnet/m) is independent of the nature of the force.
CPI: Measure and describe the relationship between the force acting on an object and the resulting acceleration.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of
gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial
bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same
processes governed the formation of our solar system 4.6 billion years ago.
5.4.12.A.1
Content Statement: Prior to the work of 17th-century astronomers, scientists believed the Earth was the center of the
universe (geocentric model).
CPI: Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17thcentury astronomers to displace the geocentric model of the universe.
5.4.12.A.2
Content Statement: The properties and characteristics of solar system objects, combined with radioactive dating of
meteorites and lunar samples, provide evidence that Earth and the rest of the solar system formed from a nebular cloud of
dust and gas 4.6 billion years ago.
CPI: Collect, analyze, and critique evidence that supports the theory that Earth and the rest of the solar system formed from a
nebular cloud of dust and gas 4.6 billion years ago.
5.4.12.A.3
Content Statement: Stars experience significant changes during their life cycles, which can be illustrated with a
Hertzsprung-Russell (H-R) Diagram.
CPI: Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models.
5.4.12.A.4
Content Statement: The Sun is one of an estimated two hundred billion stars in our Milky Way galaxy, which together with
over one hundred billion other galaxies, make up the universe.
CPI: Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our
universe.
5.4.12.A.5
Content Statement: The Big Bang theory places the origin of the universe at approximately 13.7 billion years ago. Shortly
after the Big Bang, matter (primarily hydrogen and helium) began to coalesce to form galaxies and stars.
CPI: Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago.
5.4.12.A.6
Content Statement: According to the Big Bang theory, the universe has been expanding since its beginning, explaining the
apparent movement of galaxies away from one another.
CPI: Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding universe.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean,
ice, and atmosphere.
5.4.12.F.1
Content Statement: Global climate differences result from the uneven heating of Earth’s surface by the Sun. Seasonal climate
variations are due to the tilt of Earth’s axis with respect to the plane of Earth’s nearly circular orbit around the Sun.
CPI: Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is
greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth’s axis
with respect to the plane of its orbit around the Sun.
Next Generation Standards
Earth and Space Sciences
HS-Space Systems
HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of
nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to
reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways
that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11- year sunspot cycle, and non-cyclic variations
over centuries.
Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear
fusion.
Science and Engineering Practices:
Developing and Using Models: Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing,
and developing models to predict and show relationships among variables between systems and their components in
the natural and designed world(s).
 Develop a model based on evidence to illustrate the relationships between systems or between components of a
system.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars: The star called the sun is changing and will burn out over a lifespan of
approximately 10 billion years.
PS3.D: Energy in Chemical Processes and Everyday Life: Nuclear Fusion processes in the center of the sun release
the energy that ultimately reaches Earth as radiation.
Crosscutting Concepts
Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and
quantity at which it occurs.
Connections to other HS DCI
HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable
nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any
nuclear process.
HS.PS3.A: Definitions of Energy:
o Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total
energy is conserved, even as, within the system, energy is continually transferred from one object to another
and between its various possible forms.
o At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal
energy.
Connections to Common Core ELA/Literacy
RST .11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
Connections to Common Core Mathematics
MP.2: Reason abstractly and quantitatively.
MP.4: Model with mathematics.
HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context.
HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations.
HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light
spectra, motion of distant galaxies, and composition of matter in the universe.
Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the
universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed
composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic
radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).
Science and Engineering Practices:
Constructing Explanations and Designing Solutions: Constructing explanations and designing solutions in 9–12
builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and
independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
o Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including
students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and
law s that describe the natural world operate today as they did in the past and will continue to do so in the
future.
Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural
Phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body
of facts that have been repeatedly confirmed through observation and experiment and the science community
validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the
theory is generally modified in light of this new evidence.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars:
o The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their
movements, and their distances from Earth.
o The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured
composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic
microwave background) that still fills the universe.
o Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all
atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier
elements are produced w hen certain massive stars achieve a supernova stage and explode.
PS4.B: Electromagnetic Radiation: Atoms of each element emit and absorb characteristic frequencies of light.
These characteristics allow identification of the presence of an element, even in microscopic quantities.
Crosscutting Concepts
Energy and Matter: Energy cannot be created or destroyed– only moved between one place and another place,
between objects and/or fields, or between systems.
Connection to Engineering, Technology, and Applications of Science: Interdependence of Science,
Engineering, and Technology: Science and engineering complement each other in the cycle known as research and
development(R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
Connection to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural
Systems: Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and
they will continue to do so in the future. Science assumes the universe is a vast single system in which basic laws are
consistent.
Connections to other HS DCI
HS.PS1.A: Structure and Properties of Matter: Each atom has a charged substructure consisting of a nucleus,
which is made of protons and neutrons, surrounded by electrons.
HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable
nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any
nuclear process.
HS.PS3.A: Definitions of Energy:
o Energy is a quantitative property of a system that depends on the motion and interactions of matter and
radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total
energy is conserved, even as, within the system, energy is continually transferred from one object to another
and between its various possible forms.
o At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal
energy.
HS.PS3.B: Conservation of Energy and Energy Transfer: Energy cannot be created or destroyed, but it can be
transported from one place to another and transferred between systems.
HS.PS4.A: Wave Properties: The wavelength and frequency of a wave are related to one another by the speed of
travel of the wave, which depends on the type of wave and the medium through which it is passing.
Connections to Common Core ELA/Literacy
RST .11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Connections to Common Core Mathematics
MP.2: Reason abstractly and quantitatively.
HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context.
HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations.
HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function
of the mass of a star and the stage of its lifetime.
Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.
Science and Engineering Practices:
Obtaining, Evaluating, and Communicating Information: Obtaining, evaluating, and communicating information
in 9–12 builds on K –8 experiences and progresses to evaluating the validity and reliability of the claims, methods,
and designs.
o Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and
performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and
mathematically).
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars:
o The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their
movements, and their distances from Earth.
o Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all
atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier
elements are produced w hen certain massive stars achieve a supernova stage and explode.
Crosscutting Concepts
Energy and Matter: In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is
conserved.
Connections to other HS DCI
HS.PS1.A: Structure and Properties of Matter: Each atom has a charged substructure consisting of a nucleus,
which is made of protons and neutrons, surrounded by electrons.
HS.PS1.C: Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable
nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any
nuclear process.
Connections to Common Core ELA/Literacy
WHST.9-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
Connections to Common Core Mathematics
MP.2: Reason abstractly and quantitatively.
HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects
in the solar system.
Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made
satellites as well as planets and moons.
Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions
should not deal with more than two bodies, nor involve calculus.
Science and Engineering Practices:
Using Mathematical and Computational Thinking: Mathematical and computational thinking in 9–12 builds on K–
8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions
including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to
analyze, represent, and model data. Simple computational simulations are created and used based on mathematical
models of basic assumptions.
o Use mathematical or computational representations of phenomena to describe explanations.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System: Kepler’s laws describe common features of the motions of orbiting objects,
including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions
with, other objects in the solar system.
Crosscutting Concepts
Scale, Proportion, and Quantity: Algebraic thinking is used to examine scientific data and predict the effect of a
change in one variable on another (e.g., linear growth vs. exponential growth).
Connection to Engineering, Technology, and Applications of Science: Interdependence of Science,
Engineering, and Technology: Science and engineering complement each other in the cycle known as research and
development(R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
Connections to other HS DCI
HS.PS2.B: Types of Interactions:
o Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and
predict the effects of gravitational and electrostatic forces between distant objects.
o Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can
transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing
magnetic fields cause electric fields.
Connections to Common Core Mathematics
MP.2: Reason abstractly and quantitatively.
MP.4: Model with mathematics.
HSN-Q.A .1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN-Q.A .2: Define appropriate quantities for the purpose of descriptive modeling.
HSN-Q.A .3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSA -SSE.A.1: Interpret expressions that represent a quantity in terms of its context.
HSA -CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
HSA -CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations.
Rubrics
Three-Point Essays
HOW TO WRITE 3-POINT ESSAYS
 PARAGRAPH 1 - INTRODUCTION - Tells what the paper is about and what three points will be discussed
 PARAGRAPH 2 - POINT 1 - States and explains the first point explained in the article and gives supporting evidence
 PARAGRAPH 3 - POINT 2 - States and explains the second point explained in the article and gives supporting evidence
 PARAGRAPH 4 - POINT 3 - States and explains the third point explained in the article and gives supporting evidence
 PARAGRAPH 5 - CONCLUSION - Restates the subject and summarizes the main points
HOW TO SET UP YOUR PAPER





Upper RIGHT-HAND CORNER --- Write your NAME and PERIOD
TOP LINE --- Write the TITLE of the ARTICLE
SKIP ONE LINE
Write the OUTLINE of your paper:
I. Introduction
II. (Write your 1st point)
III. (Write your 2nd point)
IV. (Write your 3rd point)
V. Conclusion
SKIP ONE LINE and BEGIN WRITING YOUR PAPER
Lab Report Rubric
Excellent (4 pts)
Good (3 pts)
Adequate (2 pts)
Needs Work (1 pt)
Introduction
1. Includes the question to be
answered by the lab
2. states hypothesis that is based on
research and/or sound reasoning
3. title is relevant.
One of the "excellent"
conditions is not met, two
conditions met
Two of the "excellent"
conditions is not met , one is
met
Introduction present, no
exemplary conditions met
Methods
Description or step-by-step process is
included, could be repeated by another
scientist
Description included, some
steps are vague or unclear
Data and
Analysis
Results and data are clearly recorded,
organized so it is easy for the reader to
see trends. All appropriate labels are
included
Results are clear and labeled,
trends are not obvious or there
are minor errors in
organization
Conclusions
1. Summarizes data used to draw
conclusions
2. Conclusions follow data (not wild
guesses or leaps of logic),
3. Discusses applications or real world
connections
4. Hypothesis is rejected or accepted
based on the data.
3 of 4 of the "excellent"
conditions is met
The description gives
generalities, enough for
reader to understand how the
experiment was conducted
Results are unclear, missing
labels, trends are not obvious,
disorganized, there is enough
data to show the experiment
was conducted
Would be difficult to repeat,
reader must guess at how the
data was gathered or
experiment conducted
2 of the 4 excellent conditions
met
1 of the 4 excellent conditions
met
Results are disorganized or
poorly recorded, do not make
sense ; not enough data was
taken to justify results
Not
attempt
(0)
Format and Lab
Protocols
Lab report submitted as directed, and
on time. Directions were followed,
stations were cleaned. All safety
protocols followed.
Most of the excellent
conditions were met; possible
minor errors in format or
procedures
Some of the excellent
conditions met, directions
were not explicitly followed,
lab stations may have been
left unclean or group not
practicing good safety (such as
not wearing goggles)
Student did not follow
directions, practiced unsafe
procedures, goofed around in
the lab, left a mess or
equipment lost
Total (out of 20 )
Internet Resources for Astronomy
UNL Astronomy Education http://astro.unl.edu/
Printable ranking worksheets http://astro.unl.edu/interactives/
Online Textbook http://www.teachastronomy.com/textbook
Project Ideas http://ia.terc.edu/
Sunspot Lab http://www.pbs.org/wgbh/nova/education/activities/2912_galileo.html
Glossary http://wps.prenhall.com/wps/media/objects/610/625137/Chaisson/GLOSSARY/GLOSSARY.HTM
From Stargazers to Starships by David P. Stern (General Astronomy Reference) http://www.phy6.org/stargaze/Sintro.htm
References


NGSS – Next Generation Science Standards – DCI Arranged Standards – Public Release
NJCCCS – New Jersey Core Curriculum Content Standards for Science:
- High School Science Practices (5.1) Clarifications - Office of Math and Science Education, New Jersey Department of Education,
February 9, 2011