11/28/17—Astronomy Warm-Up: Write 3 things you know about the Milky Way galaxy. Bring laptops/project materials MONDAY!! 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. a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe). SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question What does our own Milky Way galaxy look like? Agenda Center of galaxy graphing activity Begin Milky way notes Homework Finish graph if necessary, review sheet Assessment: formative assessment in student responses on activity; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during lab;

Warm-Up: Describe the Milky Way in 3 ways. 11/29/17—Astronomy Warm-Up: Describe the Milky Way in 3 ways. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question Where are we in the universe? What else is out there? Agenda Finish milky way notes Powers of 10 video clip Interactive located at http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/ (journal reactions to the powers of 10 and our place in the universe???) Begin Galaxy Classification group activity Work on final projects DO NOT HAVE COMPUTERS!!!!!!!! Due Friday! Homework Objectives sheet Finish activity Assessment: formative responses to galaxy activity Differentiation:

Warm-Up: How do you think galaxies are classified? 11/30/17—Astronomy Warm-Up: How do you think galaxies are classified? SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question How are galaxies classified? Agenda New stuff: galaxies and classification notes Finish galaxy classification activity Homework Review sheet Assessment: formative assessment in student responses to galaxy classification activity, formative quiz Differentiation:

Warm-Up: Contrast the 3 types of galaxies in at least 2 ways. 12/1/17—Astronomy Warm-Up: Contrast the 3 types of galaxies in at least 2 ways. 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. a. Outline the main arguments and evidence in support of the standard cosmological model. (e.g. elements, solar systems, and universe). SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question What are the types of galaxies? How are they different? What is dark matter and how do we know it exists? Agenda Galaxy article reading and summary Lab: dark matter interactive Work on final project-due? Homework Review sheet and finish activity Assessment: formative assessment in student responses on article summaries and lab; teacher signs off and checks each students data collection, calculations, and analysis, responses to article questions and lab Differentiation: tiered questioning of students during lab

Warm-Up: Describe dark matter and how we know it exists. 12/4/17—Astronomy Warm-Up: Describe dark matter and how we know it exists. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question How do we know dark matter exists in galaxies? How do we know the universe is expanding? Agenda Milky Way quiz Discuss Hubble’s Law Lab: expansion of the universe Homework Revew sheet Finish activity (?) Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis, responses to video Differentiation: tiered questioning of students during lab;

Warm-Up: Describe Hubble’s law and evidence that supports it. 12/517—Astronomy Warm-Up: Describe Hubble’s law and evidence that supports it. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question How did the universe begin? How will the universe end? Agenda Present final projects Review quizzes Homework Review sheet Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during lab;

12/6/17—Astronomy Warm-Up: Do you think we should invest time and money into finding exoplanets? Explain. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question What is the Hubble Law? Agenda Lesson: cosmology, exoplanets, habitable zone, astrobiology Lab: exoplanet simulation Homework Review sheet Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during lab;

Warm-Up: Describe 3 ways we can detect exoplanets. 12/7/17—Astronomy Warm-Up: Describe 3 ways we can detect exoplanets. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question How did the universe begin? How will the universe end? Agenda Unit 5 test Galaxies video or Space discoveries documentary https://www.youtube.com/watch?v=smZkQbOn5m8 (45 min-AWESOME!!) Homework Review sheet Assessment: formative assessment in student summaries of video (ticket out the door) Differentiation:

12/8/17—Astronomy Warm-Up: Describe features of a planet that make it habitable. 3 minimum. SAST2. Students will describe the scientific view of the origin of the universe, the evolution of matter and the development of resulting celestial objects. b. Describe the life cycle of a star and explain the role gravity and mass play in the brightness, life span, and end-stages of stars. SAST5: Students will evaluate the significance of energy transfers and energy transformations in understanding the universe. d. Describe energy transfers and transformations associated with the motion and interactions of celestial bodies. SAST4. Students analyze the dynamic nature of astronomy by comparing and contrasting evidence supporting current views of the universe with historical views. a. Evaluate the impact that technological advances, as an agent of change, have had on our modern view of the solar system and universe. b. Explain the relevance of experimental contributions of scientists to the advancement of the field of astronomy. Essential Question What features make a planet habitable? Agenda Review tests Habitable zone simulation Homework Review sheet Assessment: formative assessment in student summaries of video (ticket out the door) Differentiation:

Warm-Up: What has been your favorite topic to study this year? 12/11/17—Astronomy Warm-Up: What has been your favorite topic to study this year? 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. SAST6: Students will explore connections between cosmic phenomena and conditions necessary for life. a. Characterize the habitable zone in solar systems and habitable planetary bodies in our own and other solar systems. b. Describe the tools and techniques used to identify extrasolar planets and explore extrasolar planetary atmospheres. c. Describe signatures of life on other worlds and early Earth. d. Explain how astronomical hazards and global atmospheric changes have impacted the evolution of life on Earth. Essential Question Is there life on other planets or moons? Agenda Final exam review Astrobiology video Homework Review sheet Assessment: formative assessment in student responses on lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: tiered questioning of students during lab;