Astronomy Week 1

Essential Question 8/1/17—Astronomy SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. Essential Question What is the difference between astronomy and astrology? What is science? Agenda Sign in fill out the student info sheet ; go over syllabus What is astronomy? What is science? astronomy versus astrology activity and analysis Homework signed syllabus get a notebook for the class Assessment: student analysis and responses to astronomy and science activity; teacher signs off and checks student responses (formative) Differentiation:

Definitions Science--the study of the physical and natural world and phenomena, especially by using systematic observation, experiment, and evidence Exact science--science involving precise measurements: a science such as physics that deals with precise quantifiable measurements

Definitions Astronomy--the scientific study of the universe, especially of the motions, positions, sizes, composition, and behavior of astronomical objects Astrology—the belief that the positions of the Moon, Sun, and planets affect human beings

8/2/17—Astronomy Essential Question SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. c. Compare and contrast the major properties of the components of our solar system. Essential Question If the Earth were the size of a _____, what would our solar system look like? Agenda Do I know some basic astronomy? (“pretest”) Scaling a Model of the solar system what if the Earth were the size of a __________? Student calculations and comparison Homework signed syllabus Quad rule notebook and 3 ring binder (if you haven’t already gotten them) Assessment: student analysis and responses to scaling of the solar system; teacher signs off and checks student responses (formative) Differentiation:

8/3/17—Astronomy Essential Question SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. c. Compare and contrast the major properties of the components of our solar system. Essential Question If the Earth were the size of a peppercorn, what would our solar system look like? In other words, how big is our solar system? Agenda a sense of scale: scaling down the solar system Solar System Scale activity Model of the solar system (a walk outside) Finish comparison amongst the planets and personal reaction Homework signed syllabus Get a Quad rule notebook for lab notebook Assessment: student analysis and responses to scaling of solar system; teacher signs off and checks student responses; science and scaling quiz Differentiation:

8/4/17—Astronomy Essential Question SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question How do we locate stars in the sky and how do their positions change? Agenda Science and scaling quiz Lesson: horizon system and locating stars Astrolabe construction and altitude measurements Homework Assessment: formative assessment in student self-check at the end of the notes; teacher assesses responses in preparation for next day Differentiation: students with more mathematical ability will complete the trig calculations for field of view

Astrolabe questions What does the astrolabe measure? altitude b) azimuth 2. Which end do you look through in order to measure an object’s altitude? (Be ready to demonstrate!) 3. What would the altitude of the zenith be? (Be ready to demonstrate.) 4. What would the altitude of the horizon be? (Be ready to demonstrate.) 5. What would the altitude for a star halfway between the horizon and the zenith?(Be ready to demonstrate.) 6. For the rest of the day, will the altitude of the Sun be increasing or decreasing? Explain why. 7. Altitude is measured in a) meters b) miles c) light years d) degrees

How does the Sun appear to move in the sky and why? 8/7/17—Astronomy SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question How does the Sun appear to move in the sky and why? Agenda Lesson: Sun positioning, seasons, and ecliptic on celestial sphere Worksheet: celestial sphere coordinates (plotting Gemini and ecliptic) Homework Complete Objectives sheet questions #1-10 Assessment: student analysis and responses celestial sphere graph and analysis; teacher checks and signs off on student work Differentiation:

What causes seasons on Earth? Agenda 8/8/17—Astronomy SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question What causes seasons on Earth? Agenda lesson: seasons and diurnal circles and views from Earth Lab: seasons and the sun Homework Finish lab if necessary Assessment: student analysis and responses celestial sphere graph and analysis; teacher checks and signs off on student work Differentiation: tiered questioning based on student data

How do we locate planets in the sky and how do their positions change? 8/9/17—Astronomy SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question: How do we locate planets in the sky and how do their positions change? Agenda Horizon system and seasons quiz New stuff: diurnal circles and views from Earth Activity: Retrograde motion of Mars graph and analysis Homework Assessment: student analysis and responses to retrograde graph and analysis; teacher signs off and checks student responses; horizon and seasons quiz Differentiation: Tiered questioning of students during lab based on student data

Where do we see the planets in the sky and why? Agenda 8/10/16—Astronomy SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question Where do we see the planets in the sky and why? Agenda New stuff: planets in the sky Modeling the celestial sphere and planet locations Finish celestial sphere graph & retrograde motion of Mars Homework Finish graph and questions if necessary Assessment: student analysis and responses to computer simulation/lab; teacher signs off and checks student responses Differentiation: Tiered questioning of students during lab based on student data

Turn in retrograde graph of Mars into the tray in the back 8/11/17—Astronomy SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question How does the latitude of an observer on Earth affect his/her view of the sky? Agenda Turn in retrograde graph of Mars into the tray in the back Lab: Patterns in sky lab & simulation (start chart app) Homework Finish patterns in sky lab Assessment: student analysis and responses to computer simulation/lab; teacher signs off and checks student responses Differentiation: Tiered questioning of students during lab based on student data

For the sky simulation lab www.astronomy.com/observing/stardome Location for Atlanta: 34 degrees latitude 84 degrees longitude Time zone: EST View: Horizon to Zenith Display: Constellations, ecliptic Names: Constellations, bright stars, planets For alaska in exercise 6: latitude = 63 degrees and longitude = 150 degrees W

Essential Question 8/14/17—Astronomy Why do we see phases of the Moon? SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question Why do we see phases of the Moon? Agenda Go over patterns in sky simulation (highlight rise and set of stars, line up of planets on ecliptic, effects of latitude on positioning of Polaris) Coordinates and celestial sphere quiz and check Lab: phases of the moon (evaluating position of moon and earth and effects on phase) Homework Test on coordinates and patterns in the sky on Wednesday of next week Assessment: student analysis and responses to phases of the moon lab; teacher signs off and checks student responses Differentiation: Tiered questioning of students during lab based on student data

Where do we see the planets in the sky and why? Agenda 8/15/17—Astronomy SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically. SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations. SCSh6. Students will communicate scientific investigations and information clearly. SCSh7. Students analyze how scientific knowledge is developed. SCSh8. Students will understand important features of the process of scientific inquiry. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question Where do we see the planets in the sky and why? Agenda Objectives sheet questions Review of the sky Homework Finish graph and questions if necessary Assessment: student analysis and responses to computer simulation/lab; teacher signs off and checks student responses Differentiation:

Celestial sphere and coordinates quiz Lab: eclipses lab 8/16/17--Astronomy SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question: Why do we see the phases of the moon? During which moon phase does a lunar eclipse occur? Agenda Celestial sphere and coordinates quiz Lab: eclipses lab Lesson: phases of moon & eclipses Homework Your objectives/review sheet for #1-20 should be done by now. http://quizlet.com/45990322/astronomy-unit-1-flash-cards/ Assessment: student analysis and responses to phases of the moon lab; teacher signs off and checks student responses Differentiation: Tiered questioning of students during lab based on student data

Objectives/review sheet Homework Finish objectives sheet 8/17/17—Astronomy SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question During which moon phase does a solar eclipse occur and why? Agenda Test review practice Objectives/review sheet Homework Finish objectives sheet Study for test tomorrow! Assessment: formative assessment in review quiz; Differentiation: students remediate based on individual quiz results

Turn in objectives sheets Test: coordinates and patterns in the sky 8/18/17—Astronomy SAST3. Students will describe and explain the celestial sphere and astronomical observations made from the point of reference of the Earth. a. Evaluate the effects of the relative positions of the Earth, moon, and sun on observable phenomena, e.g. phases of the moon, eclipses, seasons, and diurnal cycles. b. Describe how latitude and time of the year affect visibility of constellations. c. Predict visibility of planets (major and minor) in the solar system based on relative orbital motion. Essential Question How does the positioning of celestial objects in space affect what we see in the sky? Agenda Turn in objectives sheets Test: coordinates and patterns in the sky Sun dagger reading/article Homework Start unit 2 review sheet Assessment: summative assessment is the coordinates and patterns in sky unit test; teacher and students review results following day Differentiation: