8/21/17—Astronomy Warm-Up: Describe how you feel astronomy has changed since it was first begun in ancient times in 2 sentences. 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 Why did ancient cultures study astronomy? How have our views of the universe changes over time? Agenda Review Tests Stonehenge article & questions Stonehenge video clip https://www.youtube.com/watch?v=64j0yGpjg-w 52 min Homework Review sheet Assessment: formative response to Stonehenge questions Differentiation: varied responses allowed based on student interest and readiness

Stonehenge Article Guided Response Questions Answer the following using complete sentences. How is Stonehenge connected to astronomy? What was Stukeley and Lockyer’s opinion of the meaning of Stonehenge’s structure? How did Hawkins’ views differ? What did Thom add to Hawkins’ ideas? Describe Stonehenge as it stands today. What was the significance of the Aubrey Holes? What do you think is the author’s point or purpose for writing this article? (Is this persuasive writing? Is this expository/explanatory writing? Is this fictional writing?) Opinion/Thought Question: How do you think they may have put Stonehenge together? (we will look at this in the video)

Warm-Up: Predict reasons Greeks began studying 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. 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 has the view of the Earth shifted from ancient cultures, to Greek, to Renaissance times? Agenda New stuff: Ancient Greek astronomy Lab: Sundial lab Homework Review sheet, finish lab Assessment: student analysis and responses to motion of the sun; teacher signs off and checks student responses Differentiation: homologous grouping to enable me to discuss details more with struggling students Differentiation: Tiered questioning of students during lab

8/23/17—Astronomy Warm-Up: Describe what phenomenon Ptolemy focused on in his model and how he explained it. 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 Why did ancient cultures study astronomy? How have our views of the universe changed over time? Agenda Finish up Greek astronomy notes Lab: Angular sizes, distances, and the Moon Homework Finish lab if necessary Assessment: student analysis and responses during lab; teacher signs off and checks student responses Differentiation: heterogeneous grouping to ensure strong math students can help with calculations Differentiation: Tiered questioning of students during lab

Warm-Up: Contrast geocentric and heliocentric models of the universe. 8/24/17—Astronomy Warm-Up: Contrast geocentric and heliocentric models of the universe. 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 Why did ancient cultures study astronomy? How have our views of the universe changed over time? Agenda New stuff: renaissance astronomy Start Galileo video https://www.youtube.com/watch?v=yQmalmF1bvc (55 min) Homework Objectives sheet #1-10 Assessment: students construct a formative response to quotes by Galileo Differentiation: student choice for concept map Differentiation: Tiered questioning of students during research

What do you think Galileo meant when he wrote these quotes in a letter What do you think Galileo meant when he wrote these quotes in a letter? (select one and write what you think it means in your own words.) “I do not feel obliged to believe that the same God who has endowed us with senses, reason, and intellect has intended us to forgo their use and by some other means to give us knowledge which we can attain by them.” “I would say here something that was heard from an ecclesiastic of the most eminent degree: ‘The intention of the Holy Spirit is to teach us how one goes to heaven, not how the heavens go.’” “Scripture cannot err, its expounders and interpreters are liable to err in many ways.”

Lessons to be learned… Do not read religious documents as scientific texts with scientific answers. Be careful how you argue your points (don’t mock the ones you disagree with). Scientific reasoning requires evidence in order to considered correct. Note also that if new evidence comes around, then scientific thinking changes.

8/25/17—Astronomy Warm-Up: Describe Copernicus, Brahe, and Kepler’s contributions to astronomy. 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 has the view of the Earth shifted from ancient cultures, to Greek, to Renaissance times? Agenda History of Astronomy Quiz Work on History of Astronomy projects (Due 9/6, WORK 8/25,8/31,9/1, 9/5(after test)) Homework Review sheet Assessment: formative quiz on history, project Differentiation: topics assigned based on readiness, student choice for product Differentiation: research is differentiated by student interest (and differentiated by ability if teacher directs higher level students toward more mathematical topics/articles)

Warm-Up: Describe each of Kepler’s laws. 8/28/17--Astronomy Warm-Up: Describe each of Kepler’s laws. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 were Newton’s discoveries and how did these change astronomy? Agenda Review Quizzes New stuff: Newton, gravity Lab: Kepler’s laws and gravitation (ellipse with string) Homework Complete objectives sheet #1-16 Assessment: student responses and analysis during lab; teacher checks student responses and signs off on student work. Differentiation: tiered questioning of students during lab, heterogeneous grouping for lab

8/29/17--Astronomy Warm-Up: Explain the significance of Galileo showing that the sun is an “imperfect celestial body.” SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 were Newton’s discoveries and how did these change astronomy? Agenda Lab: Kepler’s laws and gravitation (computer simulation) http://highered.mcgraw-hill.com/sites/0072482621/student_view0/interactives.html Finish up gravity notes Homework Review sheet and project Assessment: student responses and analysis during lab; teacher checks student responses and signs off on student work. Differentiation: tiered questioning of students during lab, heterogeneous grouping

8/30/17—Astronomy Warm-Up: Describe Copernicus’ contributions to astronomy. What was the church’s response and why? SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 Why are there tides on Earth? What does this have to do with the Moon? Agenda Tides graph and analysis New stuff: tides and gravity Quiz on renaissance astronomy Homework Test Tuesday on history (ch.4), and motion(ch.5) Assessment: renaissance quiz formative; students and teacher assess quizzes, formative graphing activity

8/31/17—Astronomy Warm-Up: Describe tides and how they are formed. How many high tides occur daily and why? SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question How has our view of astronomy shifted over time? Agenda Go over renaissance astronomy quiz/finish discussion Test review/review sheets Work on Projects Homework Study for test! Assessment: formative assessment in practice problems worksheet; teacher signs off and checks student responses Differentiation: number of questions reviewed depends on student readiness

9/1/17—Astronomy Warm-Up: Describe gravity and how it affects the motion of celestial objects. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 have experimental contributions advanced astronomy from ancient times to the present? Agenda Quiz on Newton, Gravity, and Motion Work on Projects Homework Review sheet Assessment: formative gravity quiz; students and teacher review results following day, formative history projects Differentiation: student choice for product, topic assigned based on readiness

9/5/17—Astronomy Warm-Up: write and answer 3 questions based on greek astronomy, renaissance astronomy, and gravity. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 have experimental contributions advanced astronomy from ancient times to the present? Agenda Review Quizzes History of Astronomy test Homework Finish project Assessment: summative assessment in unit test on history of astronomy; students and teacher review results following day Differentiation:

Warm-Up: Describe how your product represents your project topic. 9/6/17—Astronomy Warm-Up: Describe how your product represents your project topic. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 have experimental contributions advanced astronomy from ancient times to the present? Agenda Review tests Project Day!!!!!! Homework Unit 3 review sheet Assessment: summative assessment in unit test on history of astronomy; students and teacher review results following day, formative projects Differentiation: student choice on product, topic assigned based on readiness

Warm-Up: Write what you know about spacetime. 9/7/17—Astronomy Warm-Up: Write what you know about spacetime. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. c. Mathematically apply Newtonian gravity to celestial bodies to determine their masses and explain their motion (e.g. Kepler’s Laws) 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 is Einstein’s view of gravity different from Newton’s view of gravity? Agenda General relativity article and summary Lesson: gravity, tides,Einstein, spacetime Video clip: einstein and gravity and spacetime Homework Test Tuesday on history (ch.4), and motion(ch.5) Assessment: gravity and motion quiz; students and teacher assess quizzes Differentiation:

General Relativity Read the following article on general relativity and Einstein. Write a summarizing paragraph of 4 to 5 sentences. Consider these questions… How did Einstein change our view of gravity? What is spacetime and how does mass affect it? What is the experimental evidence that supports the theory?

9/8/17—Astronomy Warm-Up: List and describe 2 different types of waves on the electromagnetic spectrum. Do your best!!! 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. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question How quickly does light fade out as it goes through space? Why is it so hard for astronomers to see distant objects in space? Agenda New stuff: electromagnetic spectrum Lab: measuring light intensity at various distances Graph and analysis of data Homework Finish graph and analysis Finish history of objectives sheet on history of astronomy (see past notes on blog) Assessment: formative assessment in student responses to lab; teacher signs off and checks each students data collection, calculations, and analysis Differentiation: Tiered questioning of students by ability, heterogenous grouping

Brightness lab 1. graph your data; label and units on both axes 2. Interpret your graph in a sentence. What does this show? 3. In looking at the data, why is it so difficult for astronomers to measure the light from stars that are light years away (trillions of miles)?

9/11/17—Astronomy Warm-Up: Draw and label the electromagnetic spectrum with waves, high and low energy, long and short wavelength. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What is light and how is it produced? Agenda Lesson: the atom and spectroscopy notes Class demo/lab: spectrum tubes and analyzing different spectra of elements Light objectives/review sheet Homework Review sheet Assessment: formative assessment in student responses to essential question (question of the day)/daily check Differentiation:

Warm-Up: Describe how spectroscopy is used in 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. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question How do astronomers identify the composition of celestial objects? How do we know what the Sun is made of? Agenda Lesson: finish notes on spectroscopy Lab: spectroscopy simulation (identifying elements in celestial objects using their light curves) Homework Finish lab and analysis 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, homogeneous grouping to ensure lower students learn info

9/13/17—Astronomy Warm-Up: Describe how astronomers can tell if an object is moving toward or away from them. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What kinds of telescopes do astronomers use to “see” the universe? Agenda Finish light notes Light and electromagnetic spectrum questions Quick check Introduce Telescope Super Bowl Project-List of 3 telescopes due Tuesday after break, Due:9/22 Work: 9/13,9/15,9/20,9/21 Homework Review sheet Assessment: formative assessment in student responses to worksheet; teacher and students review responses in class Differentiation:

9/14/17—Astronomy Warm-Up: describe how an astronomer can determine the composition of an object. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question Why do astronomers use telescopes? Agenda Light quiz Lesson: Telescopes notes—why are telescopes used? Anatomy of telescopes. Looking through telescopes outside—basic anatomy, observations, calculations Homework Review sheet Assessment: formative assessment in student responses to practice calculations Differentiation:

9/15/17—Astronomy Warm-Up: A telescope has 200-f/5 stamped on it. What is its aperature length? Focal length? What is the magnification f the eyepiece is 50mm? 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. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question How are simple refracting telescopes constructed? Agenda Finish any other telescope notes if necessary—anatomy of telescopes, calculations using f-number and magnification, CCDs, and observing problems Work on projects Homework Objectives sheet due Tuesday Telescopes project due Monday (Oct. 1) Light and telescopes test on Tuesday (Oct. 2) Assessment: formative assessment in student responses in lab analysis; teacher signs off and checks student responses Differentiation: tiered questioning of students

9/18/17—Astronomy Warm-Up: A telescope has 700-f/8 stamped on it. What is its aperature length? Focal length? What is the magnification f the eyepiece is 25mm? 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. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What do the numbers mean on the side of the telescope? Agenda Telescope notes—anatomy of telescopes, calculations using f-number and magnification, CCDs, and observing problems Telescope virtual lab-From the Ground Up Homework review sheet Assessment: formative assessment in student responses in lab analysis; teacher signs off and checks student responses Differentiation: tiered questioning of students based on student data, heterogeneous grouping

9/19/17—Astronomy Warm-Up: How does the image change when you shorten the eyepiece from 50mm to 10mm with a 1000mm focal length? Show your calculations and compare. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What are some of the problems astronomers encounter when using telescopes? Agenda Finish any other notes on telescopes and yesterday’s virtual lab Lab: telescope simulation (choosing best image; calculating magnification) Worksheet review of telescopes Homework light and telescopes test Tuesday, review sheet Assessment: formative assessment in telescope quiz; Differentiation:

9/20/17—Astronomy Warm-Up: Explain how astronomers determine the composition and movement of objects in space. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What have been the major discoveries from the Hubble telescope? Agenda Telescopes quiz Work on Projects Homework light and telescopes test Tuesday Review sheet Assessment: formative assessment in telescope quiz; Differentiation:

9/21/17—Astronomy Warm-Up: Explain why astronomers use different types of telescopes to take images of objects. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question How are simple refracting telescopes constructed? Agenda Finish any other notes on telescopes Review for light and telescopes test Work on Projects-Due tomorrow Homework Study for light and telescopes test tomorrow! Finish objectives sheet if necessary Assessment: formative assessment in student responses in review; teacher and students evaluate responses for remediation and review Differentiation: students review area of weakness based on formative review results

Warm-Up: Describe 3 things you learned about light and telescopes. 9/22/17—Astronomy Warm-Up: Describe 3 things you learned about light and telescopes. SAST1. Students will explain the tools used by astronomers to study electromagnetic radiation to determine composition, motions, and other physical attributes of astronomical objects. a. Explain the challenges faced by astronomers due to the properties of light and the vast distances in the cosmos. b. Evaluate the types of telescopes used by astronomers for examining different frequencies of electromagnetic radiation and compare and contrast the uses and advantages of each (e.g. radio, visible, gamma ray, reflector, and refractor). d. Discuss how spectroscopy provides information about the inherent properties and motions of objects. e. Quantitatively analyze data from telescopes (e.g. spectra, multi-wavelength photometry, and images) and/or other astronomical sources (e.g. tide tables, sky charts). Essential Question What kinds of things can we learn from the light of stars? Agenda Test on Light and telescopes Present Projects Homework Start next review sheet Assessment: summative assessment in student tests; teacher and students evaluate responses Differentiation: differentiated assessments based on IEP needs

Warm-Up: Write 3 things you know about our solar system. 10/2/17—Astronomy Warm-Up: Write 3 things you know about our solar system. 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 Review light and telescopes test Introduce and assign solar system project topics Solar system research and presentation construction: Due 3/11, Slides Due 10/3 by end of block, work 10/2,10/3,10/4 Homework Read the chapter on your planet Assessment: formative assessment in student research, teacher signs off and checks each student’s progress at the end of class daily Differentiation: heterogeneous grouping, groups choose planet

Warm-Up: List 3 things you have learned about your planet. 10/3/17—Astronomy Warm-Up: List 3 things you have learned about your 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 Solar system research and presentation construction: remember: 1 image on each slide, each person responsible for 6 slides total-5 content, 1 citations slide in APA format Slides due by end of block today Homework Read chapter on your planet Continue research and powerpoint Assessment: formative assessment in student research; teacher signs off and checks each student’s progress at the end of class daily Differentiation: heterogeneous grouping, groups choose topic

Warm-Up: Contrast the outer planets and inner planets in 3 ways. 10/4/17—Astronomy Warm-Up: Contrast the outer planets and inner planets 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 How are the planets similar? How are the planets different? Agenda Solar system research and presentation construction Continue research and powerpoint today; merge your slides; make sure you each have an APA citation slide; notes page for the group (1 page, 1 side) Homework Assessment: formative assessment in student research; teacher signs off and checks each student’s progress at the end of class daily Differentiation: heterogeneous grouping, groups choose topic