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Sparta High School
Unit: You Are Here
Established Goals:
Crosscutting Idea: Sense of Place and Time
NJCCCS
5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools
to assist in categorizing, representing, and interpreting the natural and designed world.
5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected systems, and is 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: Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17th-century
astronomers to displace the geocentric model of the universe.
5.4.12.A.2: 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.
Students will understand that
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Students will know:
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Essential Questions:
All objects in the universe effect on another.
All elements on Earth and in space were created during the
big bang.
Light and the electromagnetic spectrum are the keys to
studying the universe.
Mass, distance and time are measured using mathematical
models.
The universe is always evolving.
We live in the local group within a spiral arm of the Milky
Way galaxy
Astronomical units
Scientific notation
Milky Way Galaxy
Scientific method
Kepler, Ptolemy, Galileo,
Brahe, Copernicus
Geocentric vs. Heliocentric
Parallax
Kepler’s Laws
Kirchhoff’s Laws
Benchmark Assessments:
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Archeoastronomy
Gravity
Electromagnetic
radiation
Refraction, reflection
Mirrors and lenses
Spectrographs
Telescopes
Doppler effect
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How does astronomy answer the question: What are we?
What can astronomy tell us about the human race and planet Earth? Why
spend the time and money?
How do we know so much about distant space if we can’t travel there?
How big is “big” and how long is a “long time”?
Where are we located in the solar system, galaxy and universe?
How do modern astronomers study the universe?
Students will be able to:
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Make calculations using various astronomical units and conversions within
the metric system.
Use scientific concepts and data to make informed decisions.
Identify objects in the night sky using a telescope and the naked eye.
Assemble an accurately scaled model of the solar system.
Make comparisons of Earth and our Sun to various objects in the universe
Other Evidence:
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Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24 minutes
(clickers or scantron quiz forms)
Learning Activities
Reference Material
Activity: It’s all mirrors
Activity: Magnification and Resolution
Activity: Solar System Distances
PPT: Telescopes
PPT: Our place in the galaxy
PPT: Exploring the solar system
Text Reference:
Foundations of Astronomy
Astronomy: A Beginner’s Guide to the Universe
Sparta High School
Unit: Starry Night
Established Goals:
Crosscutting Idea: Birth and Death
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.3: Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models.
5.4.12.A.4: Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe.
Students will understand that
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Essential Questions:
Black holes are created by the death of massive stars.
Star composition can be determined by spectral analysis.
The HR diagram is used to compare stars.
Stars have a life cycle.
Elements are produced during the life cycle of a star.
The sun is a small-medium middle aged star.
Students will know:
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The life cycle of: A massive
star and a star like our sun.
HR diagram
Black holes, Supernovae,
Neutron stars
Absorption and emission
spectra
Parts of the sun
Composition of the sun
Benchmark Assessments:
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What does the night sky tell us?
What is the source of the sun’s energy?
Is the sun special?
How big and how hot are stars? How do we know?
What is the fate of our sun?
Do black holes go around vacuuming up the universe?
Students will be able to:
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Sunspots
Fusion
Cepheid variable
stars
Spectral classes
Binary stars
Conduction,
convection, radiation
Constellations
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Analyze star spectra to determine composition
Diagram the life cycle of stars
Explain how black holes form and how we know they exist
Compare and contrast stars using the HR diagram
Analyze absolute and apparent magnitude data
Interpret star wheels and star applications
Other Evidence:
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Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24 minutes
(clickers or scantron quiz forms)
Learning Activities
Reference Material
Activity: It’s all mirrors
Activity: Magnification and Resolution
Activity: Solar System Distances
PPT: Telescopes
PPT: Our place in the galaxy
PPT: Exploring the solar system
Text Reference:
Foundations of Astronomy
Astronomy: A Beginner’s Guide to the Universe
Sparta High School
Unit: Starry Night
Established Goals:
Crosscutting Idea: Birth and Death
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.3: Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models.
5.4.12.A.4: Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe.
Students will understand that






Essential Questions:
Black holes are created by the death of massive stars.
Star composition can be determined by spectral analysis.
The HR diagram is used to compare stars.
Stars have a life cycle.
Elements are produced during the life cycle of a star.
The sun is a small-medium middle aged star.
Students will know:






The life cycle of: A massive
star and a star like our sun.
HR diagram
Black holes, Supernovae,
Neutron stars
Absorption and emission
spectra
Parts of the sun
Composition of the sun






What does the night sky tell us?
What is the source of the sun’s energy?
Is the sun special?
How big and how hot are stars? How do we know?
What is the fate of our sun?
Do black holes go around vacuuming up the universe?
Students will be able to:







Sunspots
Fusion
Cepheid variable
stars
Spectral classes
Binary stars
Conduction,
convection, radiation
Constellations
Benchmark Assessments:
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Analyze star spectra to determine composition
Diagram the life cycle of stars
Explain how black holes form and how we know they exist
Compare and contrast stars using the HR diagram
Analyze absolute and apparent magnitude data
Interpret star wheels and star applications
Other Evidence:











Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24 minutes
(clickers or scantron quiz forms)
Learning Activities
Reference Material
Activity: A Galaxy full of Black Holes
Activity: Nuclear Fusion
Activity: Star Wheel
Activity: HR Diagram
Activity: Which stars in the night sky will go supernova?
Demo: Black Holes: No escape
Demo: Let’s make a Supernova!
PPT: A Galaxy full of Black Holes
PPT: Are all stars like our sun?
PPT: Supernova
Text References:
Foundations of Astronomy
Astronomy: A Beginner’s Guide to the Universe
Sparta High School
Unit: Our Solar System
Established Goals:
Crosscutting Idea:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
A. 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.
5.4 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.2: 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.
Students will understand that
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Water is not rare in space; liquid water is rare.
Our solar system has two groups of planets; each with unique
characteristics.
Temperature rather than density caused the differences
between the inner and outer planets.
Millions to billions of solar systems exist.
Students will know:
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Revolution vs. Rotation
Terrestrial vs. Jovian
Kuiper Belt
Radioactive age/dating in space
Characteristics of the 8 planets and their moons
Composition of meteorites, asteroids, and comets
Water in space
Volcanism in space
Astrobiology: Drakes equation, Miller experiment
Benchmark Assessments:
Essential Questions:
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What are the characteristics of our nearest neighbors?
How does the theory of the solar systems origin explain its
observed properties?
What are the two kinds of planets in our solar system?
What would change about Earth if the moon did not exist?
Are we alone in the universe? How do we know?
Students will be able to:
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Compare the characteristics of the 8 planets in our solar
system
Analyze how an objects speed and projectile angle affect the
craters formed on the moon/planets.
Create a scale model representing the diameter and masses
of our 8 planets.
Analyze maps of Mars and the Moon
Use Kepler’s laws to explain the orbit of the Galilean moons.
Other Evidence:
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









Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24 minutes
(clickers or scantron quiz forms)
Learning Activities
Reference Material
Activity: Asteroid Hunters
Activity: Crater Lab (pg.774 Holt)
Activity: Mars Map Analysis (pg. 776 Holt)
Activity: Keplers Laws and Galilean Moons
Activity: Moon Map Analysis (pg. 814 Holt)
Text References:
Foundations of Astronomy
Astronomy: A Beginner’s Guide to the Universe