1. 10/5/17—Astronomy
Warm-Up: List 3 ways your planet compares and contrasts to another planet.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
How are the planets similar? How are the planets different?
Agenda
Presentation contruction
Remember: representative images on every slide (no junk; nothing distracting)
Homework
Read the chapter on your planet for your project
Take notes according to what you will present
Rehearse your presentation
Assessment: formative assessment in student research and powerpoint; group submits notes page; teacher signs off and checks each student’s progress at the end of class
Differentiation: project is differentiated by interest

2. Presentation schedule
Mercury, Venus,
the Moon
Wednesday (3/15)
Mars
Thursday (3/16)
Jupiter, Saturn, Uranus,
Friday (3/17)
Neptune, Pluto, Major Moons
Monday (3/20)
Yes, you need to dress up and look good on the day of your presentation. That’s what we do here at Hillgrove. Practice your presentation. Note cards!

3. 10/6/17—Astronomy
Warm-Up: Describe 3 features of Earth that compare or contrast with other planets or the moon.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
How are the planets similar? How are the planets different?
Agenda
Notes: The Earth as a planet and as a basis for comparison
Video: From Pole to Pole
Daily question check (3 questions)
Homework
Objectives sheet section for Earth
Mercury, Venus, the Moon presentations tomorrow
Assessment: formative assessment in student answers to daily questions after video (3 daily questions); teacher assesses student responses and reviews misconceptions following day
Differentiation:

4. Warm-Up: Describe 3 features of Earth you learned about yesterday.
10/9/17—Astronomy
Warm-Up: Describe 3 features of Earth you learned about yesterday.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
Compare and contrast the major properties of the components of our solar system.
Agenda
Finish pole to pole video
Mercury, Venus, the Moon presentations
Daily question check after the presentations
Homework
Complete objectives sheet on Mercury, Venus, and the Moon
Assessment: summative assessment of group project/presentations; formative assessment in each student in the daily question check at the end of presentations
Differentiation:

5. On your paper… Earth is most similar to which planet? In what ways?
The Moon is most similar to what planet? In what ways?
What is the Greenhouse Effect? On what planets do we see this?
Which of the following are geologically active?
(a) Earth (b) the Moon (c) Venus
5. Earth and Venus have an atmosphere, and the Moon doesn’t. How does that affect how the surface appears?

6. 10/10/17—Astronomy
Warm-Up: Predict what your classmates will speak about in their presentation of Mars.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
Compare and contrast the major properties of the components of our solar system.
Agenda
Quick-check questions about yesterday
Mars presentation
Video clip: Mars—dead or alive? (search for water on Mars)
Homework
Mars section of objectives sheet
Assessment: summative assessment of group project/presentations; formative assessment in each student in the daily question check at the end of presentations
Differentiation:

7. Warm-Up: Describe Mars in 3 ways you learned about yesterday.
10/11/16—Astronomy
Warm-Up: Describe Mars in 3 ways you learned about yesterday.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
How are the planets similar? How are the planets different?
Agenda
Evidence for water on Mars (article and discoveries)
Jupiter, Saturn, Uranus, presentations
terrestrial planets quiz
Homework
Complete objectives sheet for completed planet sections
Assessment: 3 daily questions at the end of the presentations;
Differentiation:

8. Warm-Up: Compare Saturn, Jupiter, and Uranus in 3 ways.
10/12/17—Astronomy
Warm-Up: Compare Saturn, Jupiter, and Uranus in 3 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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
Why is Pluto no longer considered a planet?
Agenda
Neptune, Pluto, Dwarf planet presentations
Why is Pluto not a planet? (articles & summaries)
Chasing Pluto video
Homework
Complete objectives sheet for completed planet sections
Assessment: formative assessment in article summary & Jovian planets quiz; students and teacher evaluate results in class
Differentiation:

9. Quietly read the article (mark up, underline, highlight, etc.)
In your own words, write a summary of the article that consists of 2 sentences.
The total number of words in your summary must be exactly 20 words.
Your sentences must be original. Your sentences cannot be the same as what’s in the article.

10. 10/13/17--Astronomy
Warm-Up: Explain 2 reasons Pluto is no longer considered a planet. What do we think it may be?
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
What is a meteorite? Why do we see meteor showers?
Agenda
Meteorite and asteroid notes
Meteorite lab: observations of meteorite rocks
Homework
Complete objectives sheet for completed planet sections
Assessment: formative assessment in student responses and analysis of lab; teacher signs off and checks each students data collection, calculations, and analysis
Differentiation: Tiered questioning of students by ability

11. Warm-Up: Contrast meteors, asteroids, and comets.
10/16/17-Astronomy
Warm-Up: Contrast meteors, asteroids, and comets.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
What is a meteorite? How has cratering affected the evolution of planets?
Agenda
Lesson: impacts and asteroid notes
Lab: cratering lab
Homework
Finish lab if necessary (?)
Assessment: formative assessment in student responses and analysis of lab; teacher signs off and checks each students data collection, calculations, and analysis
Differentiation: Tiered questioning of students by ability; differentiated by student tasks in lab groups

12. Warm-Up: Describe comets in 3 ways. Draw and label a comet.
10/17/17—Astronomy
Warm-Up: Describe comets in 3 ways. Draw and label a comet.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
What is the most recent evidence of impacts in the solar system?
Agenda
Finish comets notes; Discuss: Have we seen an impact in real time?
Asteroid/comets video
Compare and contrast asteroids and comets (create concept map)
Homework
Objectives/review sheet
Upcoming Test on solar system (planets, asteroids, comets)
Assessment: formative assessment concept map that accompanies video
Differentiation:

13. 10/18/17—Astronomy
Warm-Up: Explain why Pluto is considered a dwarf planet and what feature it may actually be a part of.
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)
c. Compare and contrast the major properties of the components of our solar system.
Essential Question
What are the similarities and differences amongst the planets? And how are these evidence in support of the evolution of the solar system?
Agenda
Finish meteorites, asteroids, and comets notes
Small group activity: similarities and differences on poster
(of terrestrial planets, jovian planets, or solar system debris)
Pluto and solar system debris quiz
Homework
Review sheet for…
Test on Solar System (planets and solar system debris)—Study!
Test is on Thursday
Assessment: formative assessment in comparison of planets
Differentiation: