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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 Students will know: 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: Archeoastronomy Gravity Electromagnetic radiation Refraction, reflection Mirrors and lenses Spectrographs Telescopes Doppler effect 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: 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: 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 Benchmark Assessments: 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 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: 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: 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 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: 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: 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: 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: 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