1. Astronomy Week 1

2. 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:

3. 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

4. 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

5. 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:

6. 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:

7. 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

8. 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

9. 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:

10. 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

11. 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

12. 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

13. 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

14. For the sky simulation lab
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

15. 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

16. 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:

17. 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.
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

18. 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

19. 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: